worldscapes - eta hand2mind and other features of ... structural features of literature 3.1...

Standard WorldScapes Title(s)Decoding and Word Recognition

1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.1.2 Decode regular multisyllabic words.

1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

(Pacific Islands) A Samoan Song: F; DR pp. 4–5; BLM—Make a Match(Pacific Islands) Farewell to Boyhood: BLM—Assessment(India) The Indigo Jackal: BLM—Assessment(South Africa) Our Painted Village: F; BLM—Assessment(South Africa) Monkey Trouble: F(Australia) School in the Outback: F(Australia) Going for Gold: F; BLM—Assessment(Arctic) Mush, Mush!: F(Arctic) The Stolen Sun: F(Arctic) Race to the North Pole: F; BLM—Assessment

Vocabulary and Concept Development 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.

(China) Fishing with the Birds: V; BLM - Synonyms and Antonyms(India) My Elephant, My Friend: V(India) The Indigo Jackal: V(Pacific Islands) A Samoan Song: V; BLM—Assessment(South Africa) Fighting for Freedom: V; BLM—Assessment

1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things). 1.6 Use sentence and word context to find the meaning of unknown words.

WorldScapesCorrelated to English Language Arts Content Standards for

California Public Schools—Grade 3

READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Correlation Key: Letters Reference Teacher Note Sections for Cited TitleF=Fluency; BR=Before Reading; DR=During Reading; C=Developing Comprehension; V=Developing Vocabulary;

DW=Developing Writing; E=Extending the Learning Experience; BLM=Blackline Master

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1.7 Use a dictionary to learn the meaning and other features of unknown words.

(Costa Rica) Helping Hands: BLM - Composing a Glossary

1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.

(South Africa) Our Painted Village: V(South Africa) Fighting for Freedom: V; BLM—Assessment

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Standard WorldScapes Title(s)Structural Features of

Informational Materials 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.

All of the nonfiction books include titles, tables of contents, and indexes, providing opportunities for appropriate skills teaching.

All Nonfiction texts: BR(Costa Rica) Helping Hands: C(India) Mother Teresa of Calcutta: C

Comprehension and Analysis ofGrade-Level-Appropriate Text

2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.

All texts: Before-reading and during-reading questions are posed and readers are asked to support their answers using prior knowledge, inference, and literal information.

(Australia) The Outback Adventure: E; C—Assessment(Australia) Going for Gold: C; E(China) Fishing with the Birds: C; E; C—Assessment(Costa Rica) The Drummer Boy: E; C—Assessment(Pacific Islands) A Samoan Song: BR; C(South African) Our Painted Village: BR; C; E

2.0 Reading Comprehension

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2.3 Demonstrate comprehension by identifying answers in the text.

All texts: During-reading questions are presented to readers who are then asked to identify the answers in the text.

(Arctic) Mush, Mush!: DR pp. 12–13; C; C—Assessment(Australia) Going for Gold: DR pp. 4–5; C(China) Fishing with the Birds: DR pp. 8–9; C; C—Assessment(Costa Rica) Helping Hands: DR pp. 10–11, 18–19; BLM—Composing a Glossary(Costa Rica) Oxcart Day: DR pp. 10–13, 14–17(India) Mother Teresa of Calcutta: DR pp. 8–9, 10–15; C; C—Assessment(Pacific Islands) A Samoan Song: C; BLM—Make a Match

2.4 Recall major points in the text and make and modify predictions about forthcoming information.

All texts: BR; DR

(Arctic) Mush, Mush!: DR pp. 12–13, 16–17(Australia) School in the Outback: DR pp. 20–21(China) The Golden Fish: DR pp. 14–15(Costa Rica) Oxcart Day: DR pp. 22–23(Costa Rica) The Drummer Boy: DR pp. 16–19(India) The Indigo Jackal: DR pp. 22–23(Pacific Islands) A Samoan Song: DR pp. 14–15, 22–23(South Africa) Monkey Trouble: DR pp. 8–9, 14–15(South Africa) Fighting for Freedom: F; C

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2.5 Distinguish the main idea and supporting details in expository text.

Each nonfiction book is structured around a values focus that provides a direction for the main ideas of the text.(Arctic) The Stolen Sun: BLM—Modernizing a Story(China) The Chance to Dance: DR pp. 22–23

2.6 Extract appropriate and significant information from the text, including problems and solutions.

All nonfiction texts: DR; C

(Arctic) The Stolen Sun: BLM - Modernizing a Story

Problems and solutions are not isolated as direct teaching focuses; however, throughout the nonfiction texts, children will extract a significant amount of information.

2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).

(Arctic) Mush, Mush!—text pg. 11(China) Fishing with the Birds—text pg. 12

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Standard WorldScapes Title(s)Structural Features of Literature

3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).

(Arctic) The Stolen Sun: BR(Arctic) Race to the North Pole: BR(Australian) The Outback Adventure: F; DRpp. 4–5; DW(China) The Golden Fish: F; BR pp. 10–11; DW; BLM—Comparing Stories(Costa Rica) The Drummer Boy: F; DR pp. 4–5, 6–7; C(India) The Indigo Jackal: BR; DR pp. 4–5, 6–7, C(India) Mother Teresa of Calcutta: F(Pacific Islands) Farewell to Boyhood: BR; DRpp. 4–5, 14–15; C(Pacific Islands) On Board with Captain Cook: BR(South Africa) Fighting for Freedom: F; C

Narrative Analysis ofGrade-Level-Appropriate Text

3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.

(Arctic) The Stolen Sun: BR; C; BLM—Modernizing a Story(Australia) The Outback Adventure: E(China) The Golden Fish: F; BR pp. 10–11; DW; BLM—Comparing Stories(Costa Rica) The Drummer Boy: F; DR pp. 4–5, 6–7; C(India) The Indigo Jackal: BR; DR pp. 4–5, 6–7, C(South Africa) Monkey Trouble: BR; C

3.0 Literary Response and Analysis

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3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

(Arctic) The Stolen Sun: F; BR: DR pp. 8–11; (Arctic) Race to the North Pole: BR; DR pp. 6–7, 22–23; E(Australia) The Outback Adventure: DR pp. 6–7, 8–11, 14–15, 20–23, C(China) The Golden Fish: DR pp. 4–5, 6–7; C; DW(China) The Chance to Dance: DR pp. 4–5, 6–7, 10–11(Costa Rica) Oxcart Day: DR pp. 6–9, 10–13; (Costa Rica) The Drummer Boy: F; BR; DR pp. 6–7, 12–15, 16–19, 22–23; C—Assess(India) The Indigo Jackal: DR pp. 12–13(India) Mother Teresa of Calcutta: F; DR pp. 6–7, 10–15; 18–19, 22–23; C—Assess(Pacific Islands) A Samoan Song: F; BR; DRpp. 4–5, 6–7, 16–17, 22–23 (Pacific Islands) On Board with Captain Cook: BR; DR pp. 6–7, 22–23; C—Assessment(South Africa) Fighting for Freedom: BR; DRpp. 6–7, 8–11, 14–17, 22–23(South Africa) Monkey Trouble: BR; DR pp. 4–5, 12–13; C

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3.4 Determine the underlying theme or author's message in fiction and nonfiction text.

(Arctic) The Stolen Sun: BR; C; E; BLM - Modernizing a Story(Arctic) Race to the North Pole: BR; E(Australia) The Outback Adventure: BR; E(China) Fishing with the Birds: BR; E(China) The Golden Fish: BR; C; E(China) The Chance to Dance: BR; C; E(Costa Rica) Helping Hands: BR; DR pp. 16–17; E(Costa Rica) Oxcart Day: BR; C; E(Costa Rica) The Drummer Boy: BR; E; BLM—Assessment(India) My Elephant, My Friend: BR; DR pp. 4–5, 6–9, 10–11, 12–13, 16–17, 18–19, 20–23; C; E(India) The Indigo Jackal: BR; C; E(Pacific Islands) Farewell to Boyhood: BR; DRpp. 20–23; E(Pacific Islands) A Samoan Song: E(Pacific Islands) On Board with Captain Cook: BR; E(South Africa) Our Painted Village: BR; E(South Africa) Fighting for Freedom: DW; E; BLM—Fighting for Freedom Main Points(South Africa) Monkey Trouble: BR; C; E

3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

(Australia) The Outback Adventure: F; DW

3.6 Identify the speaker or narrator in a selection.

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WRITING

Standard WorldScapes Title(s)Organization and Focus

1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.

Penmanship 1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

Research 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).

(Arctic) Mush, Mush!: BR(Arctic) The Stolen Sun: BR(Arctic) Race to the North Pole: BR; DR pp. 8–11(Australia) School in the Outback: BR; DRpp. 14–15(Australia) The Outback Adventure: BR; DRpp. 6–9, 10–13 (Australia) Going for Gold: BR(China) The Chance to Dance: BR(China) Fishing with the Birds: BR(China) The Golden Fish: BR; (Costa Rica) Helping Hands: BR; BLM - Composing a Glossary(Costa Rica) Oxcart Day : BR(Costa Rica) The Drummer Boy: DRpp. 4–5

1.0 Writing Strategies

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Research

Evaluation and Revision 1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.

(Cont'd.)1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).

(Cont'd.)(India) My Elephant, My Friend: BR(India) The Indigo Jackal: DR pp. 4–5(India) Mother Teresa of Calcutta: BR(Pacific Islands) Farewell to Boyhood: BR; DRpp. 20–23 (Pacific Islands) A Samoan Song: BR(Pacific Islands) On Board with Captain Cook: BR; DR pp. 18–19; C(South Africa) Our Painted Village: BR; DRpp. 14–15(South Africa) Monkey Trouble: BR(South Africa) Fighting for Freedom: BR; DRpp. 4–5

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Standard WorldScapes Title(s)2.1 Write narratives: a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. c. Provide insight into why the selected incident is memorable.

(China) The Chance to Dance: DW

2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

(Arctic) Mush, Mush!: V; BLM—Working with Adjectives(China) The Golden Fish: V

2.3 Write personal and formal letters, thank-you notes, and invitations: a. Show awareness of the knowledge and interests of the audience and establish a purpose and context. b. Include the date, proper salutation, body, closing, and signature.

(Arctic) Race to the North Pole: DW

2.0 Writing Applications (Genres and Their Characteristics)

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Standard WorldScapes Title(s)Sentence Structure

1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

Grammar 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

(Arctic) Mush, Mush!: V; BLM—Working with Adjectives(Arctic) Race to the North Pole: V(Australia) School in the Outback: V(Costa Rica) Helping Hands: V(Pacific Islands) On Board with Captain Cook: V

1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.

(Costa Rica) Helping Hands: V(Pacific Islands) On Board with Captain Cook: V; BLM—Changing Verb Tense

1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

(Arctic) Race to the North Pole: DW

Punctuation1.5 Punctuate dates, city and state, and titles of books correctly. 1.6 Use commas in dates, locations, andaddresses and for items in a series.

(Arctic) Mush, Mush!: F

Capitalization1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

1.0 Written and Oral English Language Conventions

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Spelling 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from-y to -ies when forming the plural), and common homophones (e.g., hair–hare).

(Australia) The Outback Adventure: V(China) The Golden Fish: DR pp. 8–9(Costa Rica) Oxcart Day: V(India) The Indigo Jackal: V(India) Mother Teresa of Calcutta: V(Pacific Islands) A Samoan Song: DR pp. 8–13

1.9 Arrange words in alphabetic order. (Costa Rica) Helping Hands: C; BLM—Composing a Glossary

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Standard WorldScapes Title(s)Comprehension

1.1 Retell, paraphrase, and explain what has been said by a speaker.

Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved! suggests activities conducive to listening, discussing, and retelling. For example, see the suggestions under All in the Family, Class Reports, International Fair, and Oral Autobiographies.

All texts: E—As children discuss the values focus of each book, they verbally explore the connection of the texts to their personal lives. This process allows for retelling, paraphrasing, and explanation on the part of the speakers.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies

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1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.

Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved! suggests activities that require children to relate to their own prior experiences through listening and speaking. For example, see the suggestions under All in the Family, Class Reports, International Fair, and Oral Autobiographies.

All texts: BR; DR—The discussion points for each of the texts help children to use their prior experiences to connect to the books and to other children in the discussion group; E—As children discuss the values focus of each book, they verbally explore the connection of the texts to their personal lives. This discussion process also gives children the opportunity to connect their experiences and ideas to those of other speakers.

1.3 Respond to questions with appropriate elaboration.

All texts: F; BR; DR—Provided questions require children to elaborate on specific aspects of the books. Children are asked to read assigned portions of the text and answer questions designed to meet specific teaching approaches based on complexity, vocabulary, and student's background knowledge. During these discussions, children are lead to focus on visual and text features, and the teacher is asked to observe and assess children for appropriate and accurate responses; C; V; DW; E; BLM C—Assessment

1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).

(Australia) The Outback Adventure: F; DW

Organization and Delivery ofOral Communication

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1.5 Organize ideas chronologically or around major points of information.

(Arctic) Mush, Mush!: C(Australia) The Outback Adventure: C—Assessment(Costa Rica) Oxcart Day: C(India) Mother Teresa of Calcutta: C—Assessment

1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.

(Arctic) Mush, Mush!: DW; BLM—Modernizing a Story(Costa Rica) Oxcart Day: C

1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.

Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved! suggests activities that require students to use clear and specific language. For example, see the suggestions under All in the Family, Class Reports, International Fair, and Oral Autobiographies.

(Arctic) Mush, Mush!: DR pp. 12–13; V; E; BLM—Working with Adjectives(Arctic) The Stolen Sun: F; DR pp. 20–23; V—Assessment(Arctic) Race to the North Pole: F; BR; DR pp. 6–7, 8–11; V(Australia) School in the Outback: DR pp. 4–7, 8–9, 10–1, 14–15, 16–17; V—Assessment(Australia) Going for Gold: DR pp. 8–11; V(China) Fishing with the Birds: F; DR pp. 4–5, 6–7, 8–9, 20–21, 22–23; V; BLM—Synonyms and Antonyms(China) The Golden Fish: DR pp. 6–7, 12–13; V(China) The Chance to Dance: F; BR; DR pp. 6–7, 8–9, 12–15, 16–21; V; V—Assessment

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(Cont'd.)1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.

(Cont'd.)(Costa Rica) Helping Hands: F; DR pp. 6–9; C; V; BLM - Composing a Glossary; V—Assessment(Costa Rica) Oxcart Day: DR pp. 4–5; V; BLM—Compound Words(Costa Rica) The Drummer Boy: V(India) My Elephant, My Friend: DR pp. 4–5, 12–13, 18–19; C; V; BLM—Vocabulary Assessment(Pacific Islands) Farewell to Boyhood: DR pp. 8–11, 14–15;V(Pacific Islands) A Samoan Song: V; BLM—V Assessment(South Africa) Our Painted Village: DR pp. 6–7, 8–11, 14–15, 16–17, 22–23; V; BLM—Now and Then(South Africa) Fighting for Freedom: DR pp. 8–11, 14–17, 18–21; V; BLM—V Assessment(Pacific Islands) Monkey Trouble: F; DR pp. 4–5, 8–9, 10–11, 12–13; V; BLM—Positional Words

1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).

(Costa Rica) Oxcart Day: F(Pacific Islands) Farewell to Boyhood: DRpp. 20–23 (South Africa) Fighting for Freedom: F

1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.

(Australia) The Outback Adventure: F; C—Assessment(Australia) Going for Gold: F(China) Fishing with the Birds: F(India) Mother Teresa of Calcutta: F(Pacific Islands) A Samoan Song: F(South Africa) Our Painted Village:BLM—F Assessment

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Analysis and Evaluation of Oral and Media Communications

1.10 Compare ideas and points of view expressed in broadcast and print media. 1.11 Distinguish between the speaker's opinions and verifiable facts.

(Costa Rica) The Drummer Boy: C

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Standard WorldScapes Title(s)2.1 Make brief narrative presentations: a. Provide a context for an incident that is the subject of the presentation. b. Provide insight into why the selected incident is memorable. c. Include well-chosen details to develop character, setting, and plot.

Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: WorldScapes Passport and Stamp; All in the Family; Class Reports; Diary/Journal Project; Oral Autobiographies—Role-Playing

2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

Teacher's Resource Guide Resource Guide: Making the Most of WorldScapes—Getting Involved!: Drama Opportunities; Oral Autobiographies

2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: WorldScapes Passport and Stamp; All in the Family; Class Reports; Diary/Journal Project

2.0 Speaking Applications (Genres and Their Characteristics)

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Standard WorldScapes Title(s)Word Recognition

1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

(Canada) Operation Migration: F(Canada) A Day with Belugas: F; BLM—F Assessment(Canada) The Salmon Forest: F(Italy) The Flag Throwers: F(Italy) The Bell of Atri: F(Italy) The Travels of Marco Polo: F;BLM—F Assessment(Mexico) How Music Came to Earth: F(Mexico) The Mariachi Kid: F; BLM—F Assessment(Mexico) The Color of Life: F(Peru) Living with Llamas: F(Peru) City of the Incas: F(Peru) SOS on the Inca Trail: F; BLM—F Assessment(Russia) The Frog Princess: F(Russia) The Whisper of the Stars: F; BLM—F Assessment(Russia) The Little Duchess: F(North America) Powwow: F(North America) Batting Against the Odds: F(North America) The Corkscrew: F; BLM—F Assessment(West Africa) The Salt Caravan: F(West Africa) Friends of Foes?: F(West Africa) Off to Africa: F; BLM—F Assessment





READING


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Vocabulary and Concept Development 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.–

(Canada) Operation Migration: DR pp. 8–13(Canada) A Day with Belugas: DR pp. 4–5; V; BLM—Derivatives(Canada) The Salmon Forest: DR pp. 6–9, 10–13, 14–17(Italy) The Flag Throwers: DR pp. 20–21; V;BLM– Walk the Walk(Italy) The Bell of Atri: DR pp. 6–9, 10–13, 14–15, 16–19, 20–21, 22–23; V; BLM—V Assessment(Italy) The Travels of Marco Polo: V(Mexico) How Music Came to Earth: DR pp 4–5, 6–7, 8–11, 16–21; V; BLM—V Assessment(Mexico) The Mariachi Kid: DR pp. 4–5, 6–9(Mexico) The Color of Life: DR pp. 6–7, 14–17, 18–19; V(Peru) Living with Llamas: DR pp. 6–7, 8–11, 16–17; BLM– V Assessment(Peru) City of the Incas: DR pp. 6–9, 10–13, 16–19, 20–21(Peru) SOS on the Inca Trail: BR; DR pp. 4–5, 12–15, 16–19

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(Cont'd.)1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

(Cont'd.)(Russia) The Frog Princess: DR pp. 6–9, 10–13, 20–21, 22–23; V; BLM—Like Two Peas in a Pod(Russia) The Little Duchess: DR pp. 6–7, 8–11, 12–15, 18–21, 22–23; V; BLM—V Assess(Russia) The Whisper of the Stars: DR pp. 6–7, 12–13, 16–19, 22–23(North America) Powwow: DR pp. 4–5, 14–15, 16–17, 18–19(North America) Batting Against the Odds: F; DRpp. 6–9, 10–13; BLM—V Assess(North America) The Corkscrew: DR pp. 6–9, 10–11, 12–15(West Africa) The Salt Caravan: DR pp. 4–5, 10–13, 14–15, 16–17, 18–21; BLM—V Assess(West Africa) Friends or Foes?: DR pp. 8–13, 14–17, 18–19(West Africa) Off to Africa: DR pp. 6–9, 18–19; V

1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

(Canada) A Day with Belugas: V; BLM—Derivatives(Italy) The Bell of Atri: DR pp. 6–9, 20–21, 22–23; V; BLM—V Assess(Mexico) The Color of Life: DR pp. 18–19(Peru) City of the Inca: DR pp. 20–21(North America) Powwow: DR pp. 18–19(West Africa) The Salt Caravan: DR pp. 10–13, 16–17; BLM—V Assess

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1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).

(Italy) The Bell of Atri: DR pp. 16–19(Mexico) The Color of Life: DR pp. 14–17(Peru) Living with Llamas: DR pp. 16–17, 20–23(Russia) The Whisper of the Stars: DR pp. 6–7, 12–13, 20–21(West Africa) Friends or Foes?: DR pp. 14–17; 18–19(West Africa) Off to Africa: V

1.5 Use a thesaurus to determine related words and concepts. 1.6 Distinguish and interpret words with multiple meanings.

(Italy) The Flag Throwers: V; BLM—Walk the Walk

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Standard WorldScapes Title(s)Structural Features of Informational Materials

2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and

(Canada) The Salmon Forest: DR pp. 22–23; C(Italy) The Flag Throwers: DR pp. 22–23(Russia) The Little Duchess: C(West Africa) The Salt Caravan: DR pp. 22–23; C


2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information,personal enjoyment).

All texts: BR—A good practice for reading any book is to scan the cover, take a look at the contents page, and view any visual elements that will help the reader understand and enjoy what he or she is reading.All texts: DR—The lesson plans provide during-reading suggestions, questions, and discussion starters that direct readers toward the appropriate use of strategies that will help them understand and enjoy the texts with the correct purpose in mind.

(Canada) A Day with Belugas: F; C; E(Canada) The Salmon Forest: C(Canada) Operation Migration: C; E;BLM—Bill Lishman Main Points; BLM—C Assessment(Italy) The Flag Throwers: C; E; BLM—C Assessment(Italy) The Bell of Atri: C(Italy) The Travels of Marco Polo: C; E;BLM—Looking at the Facts(Mexico) The Mariachi Kid: F; C(Mexico) How Music Came to Earth: C; E;BLM—How It Came to Be; BLM—From Me to You(Mexico) The Color of Life: F; C; E

2.0 Reading Comprehension

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(Cont'd.)2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment)

(Cont'd.)(North America) Powwow: C(North America) The Corkscrew: C;BLM—Story Elements(North America) Batting Against the Odds: F; C(Peru) Living with Llamas: C; E(Peru) SOS on the Inca Trail: F; C; E;BLM—Character Web(Peru) City of the Inca: F; C; E(Russia) The Whisper of the Stars: C; E;BLM—Lena and Me(Russia) The Frog Princess: F; C(Russia) The Little Duchess: C(West Africa) The Salt Caravan: F; C(West Africa) Friends or Foes?: F; C;BLM—C Assessment(West Africa) Off to Africa: F; C;BLM—Questions and Answers

2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

(Canada) The Salmon Forest: BR; DR pp. 14–17; 18–19; 22–23(Canada) Operation Migration: BR; DR pp. 6–7; 14–17(Italy) The Flag Throwers: BR(Italy) The Bell of Atri: DR pp. 10–13; 14–15; 16–19; 22–23(Italy) The Travels of Marco Polo: DR pp. 14–17(Mexico) The Mariachi Kid: BR; DR pp. 6–9, 10–13, 18–21, 22–23(Mexico) How Music Came to Earth: DR pp. 6–7, 12–15, 22–23(Mexico) The Color of Life: DR pp. 7–11(North America) Powwow: F; BR; DR pp. 18–19, 22–23 (North America) The Corkscrew: BR; DR pp. 12–15, 16–19,20–21, 22–23(North America) Batting Against the Odds: DR pp. 6–9, 10–13, 16–17

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(Cont'd.)2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

(Cont'd.)(Peru) Living with Llamas: BR; DR pp. 8–11(Peru) SOS on the Inca Trail: DR pp. 8–11, 12–15, 16–19, 20–21, 22–23(Peru) City of the Inca: DR pp. 6–9, 10–13, 20–21(Russia) The Whisper of the Stars: BR; DR pp. 6–7, 12–13(Russia) The Frog Princess: BR; DR pp. 10–13, 18–19, 20–21, 22–23(Russia) The Little Duchess: BR(West Africa) The Salt Caravan: BR; DR pp. 10–13(West Africa) Friends or Foes?: BR; DR pp. 6–7, 14–17, 18–19, 22–23(West Africa) Off to Africa: F; BR; DR pp. 6–9

2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

(Canada) A Day with Belugas: BR; C; E(Italy) The Flag Throwers: BR; E(Italy) The Travels of Marco Polo: C(Mexico) The Mariachi Kid: DR pp. 14–15; 18–21, 22–23(Mexico) The Color of Life: C(North America) Powwow: BR; DR pp. 18–19, 22–23; E; BLM—C Assess(Peru) City of the Inca: BR; DR pp. 4–5, 20–21(Russia) The Whisper of the Stars: BR(Russia) The Little Duchess: BR; DR pp. 16–17(West Africa) The Salt Caravan: BR; DR pp. 14–15, 18–21(West Africa) Off to Africa: F; BR; DR pp. 6–9; C

2.5 Compare and contrast information on the same topic after reading several passages or articles.

(Russia) The Little Duchess: DW

2.6 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video

(Mexico) The Mariachi Kid: text instructions; DW

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3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.

(Italy) The Bell of Atri: DR pp. 10–13; C(Mexico) How Music Came to Earth: BR: DR pp. 8–11, 22–23; DW(North America) The Corkscrew: C (Russia) The Frog Princess: F; C(West Africa) Friends or Foes?: BR; DR pp. 22–23

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.

(Italy) The Bell of Atri: DR pp. 22–23; C;BLM—Treating Others Well(Mexico) How Music Came to Earth: DR pp. 4–5, 22–23; E;BLM—From Me to You(North America) The Corkscrew: DR pp. 22–23; C; E; BLM—Story Elements; BLM—Fear Can Be Healthy(Peru) SOS on the Inca Trail: BR; DR pp. 4–5, 16–19; C; E(Russia) The Frog Princess: DR pp. 10–13; E(West Africa) Friends or Foes?: DR pp. 6–7, 8–13, 14–17, 18–19, 20–21, 22–23; C, E


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3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.

(Canada) The Salmon Forest: DR pp. 4–5(Italy) The Bell of Atri: DR pp. 4–5, 16–19, 22–23(Mexico) How Music Came to Earth: DR pp. 4–5, 6–7, 8–11, 12–15, 16–21(North America) The Corkscrew: BR; DR pp. 4–5, 6–9, 10–11, 16–19, 20–21; C; E; BLM—Story Elements(Peru) SOS on the Inca Trail: BR; DR pp. 6–7, 8–11, 12–15, 16–19, 20–21; C; E; BLM—Character Web(Russia) The Frog Princess: BR; DR pp. 4–5, 6–9, 10–13, 14–17, 18–19, 20–21; C(West Africa) Friends or Foes?: DR pp. 6–7, 8–13, 14–17, 18–19, 20–21, 22–23; C; E

3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

(Mexico) How Music Came to Earth: BR;BLM—How It Came to Be(Russia) The Frog Princess: BR

3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

(Canada) The Salmon Forest: DR pp. 6–9(Russia) The Frog Princess: C; V; BLM—Like Two Peas in a Pod(West Africa) Friends or Foes?: F

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1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

(Canada) A Day with Belugas: DW;BLM—Absolutely Delicious(Canada) The Salmon Forest: DW(Italy) The Flag Throwers: DW(Italy) The Bell of Atri: DW(Mexico) The Mariachi Kid: DW;BLM—Interviewing Maureen(Mexico) How Music Came to Earth: DW(Mexico) The Color Of Life: DW(North America) Powwow: DW(North America) The Corkscrew: DW(North America) Batting Against the Odds: DW(Peru) Living with Llamas: DW;BLM—A Day in the Life(Peru) City of the Inca: DW(Russia) The Whisper of the Stars: DW(Russia) The Frog Princess: DW(Russia) The Little Duchess: DW; BLM—In the News(West Africa) The Salt Caravan: DW;BLM—The Great Family Road Trip(West Africa) Friends or Foes?: DW(West Africa) Off to Africa: DW


WRITING

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1.2 Create multiple-paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that

All texts: Making the Most of WorldScapes—Getting Involved: Class Reports

(Italy) The Bell of Atri: DW(Italy) The Travels of Marco Polo: DW(Mexico) How Music Came to Earth: DW(Mexico) The Color of Life: DW(North America) Batting Against the Odds: DW(Russia) The Little Duchess: DW; BLM—In the News

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

(Canada) The Salmon Forest: DW;BLM—Absolutely Delicious; BLM—A Fine Balance(Canada) A Day with Belugas: DW(Italy) The Flag Throwers: DW;BLM—Playing by the Rules(Italy) The Bell of Atri: DW;BLM—Taking Care of My Pet; Treating Others Well(Italy) The Travels of Marco Polo: DW(Italy) The Mariachi Kid: DW; E;BLM—Interviewing Maureen(Mexico) How Music Came to Earth: DW;BLM—From Me to You(Peru) Living with Llamas: BLM—What Would You Do?(Peru) City of the Inca:BLM—Inspiration and Perspiration(Russia) The Frog Princess: DW;BLM—Rewarding Kindness(Russia) The Little Duchess: DW; BLM—In the News(West Africa) The Salt Caravan:BLM—Working Together(West Africa) Friends or Foes?: DW;BLM—That's What Friends Are For

Penmanship 1.4 Write fluidly and legibly in cursive or joined italic.

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Research and Technology 1.5 Quote or paraphrase information sources, citing them appropriately.

(Mexico) The Mariachi Kid:BLM—Interviewing Maureen

1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes). 1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.

(All texts) Making the Most of WorldScapes—Getting Involved!: Class Reports

1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials. 1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

Evaluation and Revision 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

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Standard WorldScapes Title(s)2.1 Write narratives: a. Relate ideas, observations, or recollections of an event or experience. b. Provide a context to enable the reader to imagine the world of the event or experience. c. Use concrete sensory details. d. Provide insight into why the selected event or experience is memorable.

(Canada) Operation Migration: DW(North America) Batting Against the Odds: DW(Peru) SOS on the Inca Trail: DW

2.2 Write responses to literature: a. Demonstrate an understanding of the literary work. b. Support judgments through references to both the text and prior knowledge.

(Canada) A Day with Belugas: DW; E(Canada) Operation Migration: DW; E;BLM—Bill Lishman Main Points;BLM—Showing You Care(Italy) The Bell of Atri: DW(Italy) The Travels of Marco Polo: DW;BLM—Looking at the Facts(Mexico) How Music Came to Earth: DW;BLM—How It Came to Be; BLM— From Me to You(Mexico) The Color of Life: DW(North America) Batting Against the Odds: DW(Russia) The Little Duchess: DW; BLM—In the News

2.3 Write information reports: a. Frame a central question about an issue or situation. b. Include facts and details for focus. c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).

(Italy) The Bell of Atri: DW;BLM—Taking Care of My Pet(North America) Batting Against the Odds: DW(Russia) The Little Duchess: DW; BLM—In the News


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2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

(Mexico) How Music Came to Earth: DW;BLM—How It Came to Be; BLM—From Me to You(Russia) The Little Duchess: DW: BLM—In the News

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1.1 Use simple and compound sentences in writing and speaking.

(Peru) City of the Incas: V;BLM—Simple and Compound Sentences

1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

(Mexico) The Color of Life: V;BLM—Adverbial Phrases(Peru) City of the Incas: V;BLM—Simple and Compound Sentences(Peru) Living with Llamas: V

Grammar 1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

(Mexico) The Color of Life: V;BLM—Adverbial Phrases(North America) The Corkscrew: V(Peru) City of the Incas: V;BLM—Simple and Compound Sentences

Punctuation1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.

(Italy) The Bell of Atri: F(Italy) The Travels of Marco Polo: F(North America) Powwow: V; DW;BLM—Possessive Apostrophes(Russia) The Whisper of the Stars: F(West Africa) The Salt Caravan: F

1.5 Use underlining, quotation marks, or italics to identify titles of documents.



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Capitalization1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate

Spelling 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

(Italy) The Bell of Atri: V(West Africa) The Salt Caravan: V(West Africa) Off to Africa; V

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1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

All texts: Children are asked to respond thoughtfully to questions presented in the before-reading and during-reading sections of the teacher's notes for all of the texts.All texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: All in the Family

(Mexico) The Mariachi Kid: E;BLM—Interviewing Maureen

1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal

All texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: Drama Opportunities

1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.

(West Africa) Friends or Foes?: F

1.4 Give precise directions and instructions.

(Mexico) The Mariachi Kid: DW(West Africa) Friends or Foes?: DW(North America) Powwow: DR pp. 6–9

Organization and Delivery of Oral Communication

1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence. 1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question).

(Russia) The Little Duchess: C(West Africa) Off to Africa: BR; C;BLM—Questions and Answers



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1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts. 1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.

All texts: The lesson plans for all of the books provide opportunities for readers to respond through question-and-dialogue and discussion, during which children can cite examples and anecdotes from the texts, and from their own personal experiences.

1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

Analysis and Evaluation of Oraland Media Communications

1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

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Standard WorldScapes Title(s)2.1 Make narrative presentations: a. Relate ideas, observations, or recollections about an event or experience. b. Provide a context that enables the listener to imagine the circumstances of the event or experience. c. Provide insight into why the selected event or experience is memorable.

2.2 Make informational presentations: a. Frame a key question. b. Include facts and details that help listeners to focus. c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).

2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details. 2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.


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(Caribbean) Carnival Time!: F(Caribbean) The Little Leaf-Leaper: F(Caribbean) Between Two Worlds: F;BLM—F Assessment(Ireland) Horsing Around: F(Ireland) Fair, Brown, and Trembling:BLM—F Assessment(Japan) The Cherry Blossom Festival: F(Japan) The Bamboo Cutter's Daughter: F;BLM—F Assessment(Japan) Hidden Flower: F(Mexico) Hidden Heritage: F(Mexico) Where Did the Maya Go?: F;BLM—F Assessment(Mexico) Lost in Time: F(Nepal) Trekking in Nepal: F(Nepal) The Wishing Shell: F(Nepal) On Top of the World: F; BLM—F Assessment(U.S.A.) Synchro Swans: F; BLM—F Assessment(U.S.A.) Moana Makana: F(U.S.A.) In Her Stride: F(Vietnam) Best of Both Worlds: BLM—F Assessment(Vietnam) The Secret Soldier: F(Vietnam) Warrior Queens: F


California Public Schools —Grade 5



READING


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Vocabulary and Concept Development 1.2 Use word origins to determine the meaning of unknown words.

(Caribbean) Carnival Time!: DR pp. 4–5, 10–11, 16–17; BLM—V Assess(Caribbean) The Little Leaf-Leaper: DR pp. 6–7, 16–19(Caribbean) Between Two Worlds: DR pp. 6–7, 12–15(Ireland) Horsing Around: DR pp. 16–17(Ireland) Fair, Brown, and Trembling: DR pp. 4–5, 16–17, 18–20(Japan) The Cherry Blossom Festival: DR pp. 4–5, 18–19; BLM—V Assess(Japan) The Bamboo Cutter's Daughter: V(Mexico) Where Did the Maya Go?: DR pp. 22–23(Mexico) Lost in Time: DR pp. 6–7

1.3 Understand and explain frequently used synonyms, antonyms, and homographs.

(Caribbean) Carnival Time!: BLM—V Assessment(Caribbean) The Little Leaf-Leaper: DR pp. 14–15(Caribbean) Between Two Worlds: DR pp. 6–7(Ireland) Fair, Brown, and Trembling: DR pp. 10–13(Ireland) The Leather Boat: BLM—V Assessment(Japan) The Cherry Blossom Festival:BLM—V Assessment(Japan) The Bamboo Cutter's Daughter: DR pp. 26–29(Mexico) Hidden Heritage: DR pp. 10–11(Mexico) Where Did the Maya Go? DR pp. 6–7(Mexico) Lost in Time: DR pp. 12–13;BLM—V Assessment(Nepal) Trekking in Nepal: DR pp. 16–19(Nepal) The Wishing Shell: DR pp. 12–15;BLM—V Assessment(U.S.A.) Synchro Swans: DR pp. 4–5; V(U.S.A.) Moana Makana: DR pp. 6–7;BLM—V Assessment(Vietnam) The Secret Soldier: DR pp. 8–11(Vietnam) Warrior Queens: V; BLM—V Assessment

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1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).

(Japan) The Bamboo Cutter's Daughter: V

1.5 Understand and explain the figurative and metaphorical use of words in context.

(Japan) The Bamboo Cutter's Daughter: F(Mexico) Hidden Heritage: DR pp. 4–5(Nepal) The Wishing Shell: F

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Informational Materials (Caribbean) Carnival Time!: DR pp. 10–11, 12–13, 14–15, 20–23; C(Caribbean) Between Two Worlds: DR pp. 4–5, 8–11, 22–23(Ireland) Horsing Around: DR pp. 14–15, 20–21, 22–23(Ireland) The Leather Boat: BR; DR pp, 4–5; 12–13, 14–15, 22–23; DW(Japan) The Cherry Blossom Festival: BR; DR pp. 8–11, 14–15, 20–23(Japan) Hidden Flower: BR; DR pp. 4–5, 6–9, 12–15, 22–23;BLM—C Assess(Mexico) Hidden Heritage: DR pp. 14–15, 18–21; C; BLM—C Assessment(Mexico) Lost in Time: BR; DR pp. 4–5; C(Nepal) Trekking in Nepal: DR pp. 6–7, 10–13, 14–15, 20–21, 22–23; C (Nepal) On Top of the World: BR; DR pp. 4–5, 8–9, 10–13, 14–15, 16–19, 20–21, 22–23; C(U.S.A.) Synchro Swans: DR pp. 6–7. 12–13, 14–15, 16–17, 18–21(U.S.A.) In Her Stride: BR; DR pp. 4–5, 6–7, 10–11, 22–23

(Vietnam) Best of Both Worlds: F; BR; DR pp. 6–7, 10–13, 14–15, 16–17,18–19, 22–23(Vietnam) Warrior Queens: F; BR; DR pp. 4–5, 22–23

2.0 Reading Comprehension (Focus on Informational Materials)

2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.

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2.2 Analyze text that is organized in sequential or chronological order.

(Ireland) The Leather Boat: DR pp. 4–5(Japan) Hidden Flower: DR pp. 4–5(Mexico) Lost in Time: DR pp. 4–5(Nepal) Trekking in Nepal: BLM—C Assess(Nepal) On Top of the World: DR pp. 4–5(U.S.A.) In Her Stride: DR pp. 4–5(Vietnam) Warrior Queens: DR pp. 4–5, 14–17;BLM—My Family History

Comprehension and Analysis of Grade-Level-Appropriate Text

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

All Texts: The during-reading section of the Teacher's Notes for each of the books includes questions and discussion starters that lead children to identifying and supporting the main ideas and concepts.

(Caribbean) Carnival Time!: C; BLM—Main Points(Caribbean) The Little Leaf-Leaper: BLM—C Assessment(Japan) The Cherry Blossom Festival: C(Japan) The Bamboo Cutter's Daughter: C(Nepal) The Wishing Well: C(Nepal) On Top of the World: C(U.S.A.) In Her Stride: BLM—C Assessment(Vietnam) The Secret Soldier: BLM—C Assessment

2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

(Caribbean) The Little Leaf-Leaper: C;BLM—C Assessment(Ireland) Horsing Around: BLM—C Assessment(Japan) Hidden Flower: BLM—C Assessment(Mexico) Hidden Heritage: C; BLM—C Assessment(Mexico) Lost in Time: C(U.S.A.) In Her Stride: BLM—C Assessment(Vietnam) The Secret Soldier: BLM—C Assessment

Expository Critique

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2.5 Distinguish facts, supported inferences, and opinions in text.

(Caribbean) Carnival Time!: C(Caribbean) The Little Leaf-Leaper: BLM—C Assessment(Ireland) Horsing Around: BLM—C Assessment(Ireland) The Leather Boat: C(Japan) The Cherry Blossom Festival: C(Japan) Hidden Flower: BLM—C Assessment(Mexico) Hidden Heritage: C; BLM—C Assessment(Mexico) Lost in Time: C(Nepal) Trekking in Nepal: C; BLM—C Assessment(Nepal) On Top of the World: C(U.S.A.) Synchro Swans: C(U.S.A.) In Her Stride: BLM—C Assessment(Vietnam) Best of Both Worlds: C; BLM—Here and There(Vietnam) The Secret Soldier: C; BLM—C Assessment(Vietnam) Warrior Queens: C

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3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

(Ireland) Fair, Brown, and Trembling: F; DR pp. 4–5; BLM—Cinderella Stories(Ireland) The Leather Boat: BR(Japan) The Bamboo Cutter's Daughter: BR(Mexico) Lost in Time: BR(Nepal) Trekking in Nepal: F; DR pp. 4–5(Nepal) The Wishing Shell: C(Nepal) On Top of the World: BR; C(U.S.A.) In Her Stride: BR; DR pp. 22–23(Vietnam) Best of Both Worlds: F; DR pp. 22–23(Vietnam) The Secret Soldier: F(Vietnam) Warrior Queens: BR; C

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Identify the main problem or conflict of the plot and explain how it is resolved.

(Caribbean) The Little Leaf-Leaper: DR pp. 14–15(Ireland) Fair, Brown, and Trembling: F; DR pp. 4-5; BLM—Cinderella Stories(Nepal) The Wishing Shell: BR; DR pp. 4–5, 6–9, 12–15, 22–23; C; E(Vietnam) The Secret Soldier: BR; DR pp. 8–11, 12–15

3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

(Ireland) Fair, Brown, and Trembling: DR pp. 4–5, 10–13, 16–17, 21–23(Japan) The Bamboo Cutter's Daughter: DR pp. 4–7,10-13, 22-25, 26-29(Mexico) Where Did the Maya Go?: BR; DR pp. 10–15; C; E(Nepal) The Wishing Shell: DR pp. 6–9, 10–11, 16–17,22–23; C(U.S.A.) Moana Makana: C; E; BLM—Kei's Choices(Vietnam) The Secret Soldier: BR; C


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3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.

(Caribbean) The Little Leaf-Leaper: BR; E;BLM—Thinking It Through(Ireland) Fair, Brown, and Trembling: BR; E(Japan) The Bamboo Cutter's Daughter: C; E(Mexico) Where Did the Maya Go?: BR; E(Nepal) The Wishing Shell: E(U.S.A.) Moana Makana: E(Vietnam) The Secret Soldier: E

3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).

(Japan) The Bamboo Cutter's Daughter; F

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Literary Criticism 3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.

(Caribbean) The Little Leaf-Leaper: BR; DR pp. 12–13(Ireland) Fair, Brown, and Trembling: BR; C; V; DW; BLM—Cinderella Stories

3.7 Evaluate the author's use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers' perspectives.

(Caribbean) The Little Leaf-Leaper: DR pp. 10–11; C(Japan) The Bamboo Cutter's Daughter: F; DR pp. 4–7, 30–31(Mexico) Where Did the Maya Go?: C(Nepal) The Wishing Shell: C(U.S.A.) Moana Makana: DR pp. 8–11(Vietnam) The Secret Soldier: DR pp. 4-5, 12–15; C

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1.1 Create multiple-paragraph narrative compositions: a. Establish and develop a situation or plot. b. Describe the setting. c. Present an ending.

(Ireland) Fair, Brown, and Trembling: DW(Ireland) The Leather Boat: DW; BLM—Making News(Mexico) Where Did the Maya Go?: DW(Nepal) Trekking in Nepal: DW

1.2 Create multiple-paragraph expository compositions: a. Establish a topic, important ideas, or events in sequence or chronological order. b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought. c. Offer a concluding paragraph that summarizes important ideas and details.

(Caribbean) The Little Leaf-Leaper: DW;BLM—Making a Kite(Caribbean) Between Two Worlds: DW(Ireland) The Leather Boat: DW; BLM—Making News(Mexico) Hidden Heritage: DW; BLM—Playing the Game(Mexico) Lost in Time: DW(Nepal) The Wishing Shell: DW; BLM—Three Wishes(U.S.A.) Synchro Swans: DW; BLM—A Special Person(U.S.A.) In Her Stride: DW

Research and Technology 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information. 1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).

WRITING


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1.5 Use a thesaurus to identify alternative word choices and meanings.

Evaluation and Revision 1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

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Standard WorldScapes Title(s)2.1 Write narratives: a. Establish a plot, point of view, setting, and conflict. b. Show, rather than tell, the events of the story.

(Ireland) Fair, Brown, and Trembling: DW(Mexico) Where Did the Maya Go?: DW(Nepal) Trekking in Nepal: DW

(Caribbean) Carnival Time!: DW; BLM—Main Points; E; BLM—For Better or Worse(Caribbean) The Little Leaf-Leaper: DW;BLM—Making a Kite; E; BLM—Thinking It Through(Caribbean) Between Two Worlds: DW; E;BLM—Being Successful(Ireland) Horsing Around: DW; E; BLM—It's Worth It(Ireland) Fair, Brown, and Trembling: DW; E;BLM—Look Out for Others(Ireland) The Leather Boat: DW; BLM—Making News; E; BLM—A Promise Is a Promise(Japan) The Cherry Blossom Festival: DW; BLM—Children's Day Outline; E; BLM—My Best Friend(Japan) The Bamboo Cutter's Daughter: DW;BLM—Let the Punishment Fit the Crime; E;BLM—Good Intentions(Japan) Hidden Flower: DW; E;BLM—Generous to a Fault

(Mexico) Hidden Heritage: DW;BLM—Playing the Game; E;BLM—When I Was Your Age . . .(Mexico) Where Did the Maya Go?: DW; E; BLM—Friends Forever?(Mexico) Lost in Time: DW; BLM—In His Own Words; E; BLM—Staying Focused


2.2 Write responses to literature: a. Demonstrate an understanding of a literary work. b. Support judgments through references to the text and to prior knowledge. c. Develop interpretations that exhibit careful reading and understanding.

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(Cont'd.)2.2 Write responses to literature: a. Demonstrate an understanding of a literary work. b. Support judgments through references to the text and to prior knowledge. c. Develop interpretations that exhibit careful reading and understanding.

(Cont'd.)(Nepal) Trekking in Nepal: DW; E;BLM—Something to Value(Nepal) The Wishing Shell: DW; BLM—Three Wishes; E;BLM—Concern for Others(Nepal) On Top of the World: DW;BLM—An Interview with Tenzing; E; BLM—All for One!(U.S.A.) Synchro Swans: DW; BLM—A Special Person; E; BLM—For the Good of the Team(U.S.A.) Moana Makana: DW; BLM—Kei's Choices; E; BLM—The Best Policy(U.S.A.) In Her Stride: DW; E; BLM—Planning for Success(Vietnam) Best of Both Worlds: DW;BLM—Here and There; E; BLM—Not So Different(Vietnam) The Street Soldier: DW; E;BLM—It Can Be Done!(Vietnam) Warrior Queens: DW; BLM—My Family History; E; BLM—Bravery Takes Many Forms

2.3 Write research reports about important ideas, issues, or events by using the following guidelines: a. Frame questions that direct the investigation. b. Establish a controlling idea or topic. c. Develop the topic with simple facts, details, examples, and explanations.

(Ireland) The Leather Boat: DW; BLM—Making News(U.S.A.) Synchro Swans: DW; BLM—A Special PersonAll texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: Class Reports

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2.4 Write persuasive letters or compositions: a. State a clear position in support of a proposal. b. Support a position with relevant evidence. c. Follow a simple organizational pattern. d. Address reader concerns.

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1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

(Ireland) Horsing Around: V; BLM—Prepositions(Ireland) The Leather Boat: V(Nepal) Trekking in Nepal: V; BLM—Sentence Types

Grammar 1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns.

(Caribbean) Carnival Time!: V

Punctuation1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

Capitalization1.4. Use correct capitalization.

Spelling 1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

(Japan) The Bamboo Cutter's Daughter: V



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1.1 Ask questions that seek information not already discussed.

(Nepal) On Top of the World:BLM—An Interview with Tenzing

All Texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: All in the Family

1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives. 1.3 Make inferences or draw conclusions based on an oral report.

All Texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: All in the Family

Organization and Delivery ofOral Communication

1.4 Select a focus, organizational structure, and point of view for an oral presentation. 1.5 Clarify and support spoken ideas with evidence and examples.

All Texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: Oral Autobiographies—Role-Playing

1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.

(Japan) The Bamboo Cutter's Daughter: F(Mexico) Hidden Heritage: F(Nepal) Trekking in Nepal: F(Nepal) On Top of the World: F(Vietnam) The Secret Soldier: F

All Biographical Texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: Drama Opportunities




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1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages. 1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

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Standard WorldScapes Title(s)2.1 Deliver narrative presentations: a. Establish a situation, plot, point of view, and setting with descriptive words and phrases. b. Show, rather than tell, the listener what happens.

All Texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: Diary/Journal Project; Drama Opportunities; Oral Autobiographies

2.2 Deliver informative presentations about an important idea, issue, or event by the following means: a. Frame questions to direct the investigation. b. Establish a controlling idea or topic. c. Develop the topic with simple facts, details, examples, and explanations.

All Texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: Class Reports; Diary/Journal Project; Oral Autobiographies


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2.3 Deliver oral responses to literature: a. Summarize significant events and details. b. Articulate an understanding of several ideas or images communicated by the literary work. c. Use examples or textual evidence from the work to support conclusions.

(Caribbean) Carnival Time!: E(Caribbean) The Little Leaf-Leaper: E(Caribbean) Between Two Worlds: E(Ireland) Horsing Around: E(Ireland) Fair, Brown, and Trembling: E(Ireland) The Leather Boat: E(Japan) The Cherry Blossom Festival: E(Japan) The Bamboo Cutter's Daughter: E(Japan) Hidden Flower: E(Mexico) Hidden Heritage: E(Mexico) Where Did the Maya Go?: E(Mexico) Lost in Time: E(Nepal) Trekking in Nepal: E(Nepal) The Wishing Shell: E(Nepal) On Top of the World: E(U.S.A.) Synchro Swans: E(U.S.A.) Moana Makana: E(U.S.A.) In Her Stride: E(Vietnam) Best of Both Worlds: E(Vietnam) The Street Soldier: E(Vietnam) Warrior Queens: E

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(Brazil) School on Stilts: F(Brazil) The White Jaguar: F; BLM—F Assess(Brazil) The Greatest Player: F(Cambodia) Fields of Hope: F; BLM—F Assess(Cambodia) The Monsoon Makers: F(Cambodia) Back to Year Zero: F; BR; V(Egypt) Cairo by Camel: F(Egypt) Matt's Cairo Caper: F(Egypt) Queen of Egypt: F; BLM—F Assess(France) Behind Castle Walls: F; BLM—F Assess(France) The Man in the Iron Mask: F(France) A Brilliant Mind: F(Scotland) Tee Off: F(Scotland) Escape from the Tower: F; BLM—F Assess(Scotland) An Inventor's Vision: F(Turkey) International Children's Day: F(Turkey) The Sultan's Challenge: F(Turkey) Father Turk: F; BLM—F Assess(U.S.A.) Wilderness Challenge: F; C(U.S.A.) Rescue at Red Rock: F; BLM—F Assess(U.S.A.) The Adventures of Audubon: F





READING


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Vocabulary and Concept Development 1.2 Identify and interpret figurative language and words with multiple meanings.

(Brazil) The White Jaguar: V; BLM—Sounds the Same(Cambodia) The Monsoon Makers: V(Cambodia) Back to Year Zero: V(France) The Man in the Iron Mask: V;BLM—Multi-Function Words(Scotland) Escape from the Tower: V(Turkey) International Children's Day: V(U.S.A.) Wilderness Challenge: V

1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.

(Cambodia) Back to Year Zero: BR(Egypt) Cairo by Camel: DR pp. 4–5(France) Behind Castle Walls: BLM—My Castle Glossary(Scotland) Tee Off: DR pp. 6, 14–15, 16–17, 18–21(Scotland) Escape from the Tower: F; DR pp. 4–5, 17–21, 24–26

1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

(Brazil) School on Stilts: DR pp. 6–9, 16–17, 22–23(Brazil) The Greatest Player: DR pp. 6–9, 14–15, 18–21(Cambodia) Fields of Hope: DR pp. 16–17, 18–19, 22–23(Cambodia) Back to Year Zero: DR pp. 6–9, 10–11(Egypt) Cairo by Camel: DR pp. 4–5, 6–7, 12–13, 18–19(Egypt) Queen of Egypt: DR pp. 6–7, 8–11, 14–15(France) Behind Castle Walls: DR pp. 4–5, 6–9, 16–17, 20–21(France) A Brilliant Mind: DR pp. 10–11, 16–17(Scotland) Tee Off: DR pp. 6, 7–9, 14–15, 18–21(Scotland) An Inventor's Vision: DR pp. 6–7, 10–11, 12–15, 20–21(Turkey) International Children's Day: DR pp. 4–5, 6–7, 8–9(Turkey) Father Turk: DR pp. 12–13, 20–21(U.S.A.) Wilderness Challenge: DR pp. 6–9, 16–17(U.S.A.) The Adventures of Audubon: DR pp. 6–9

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1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).

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Informational Materials 2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.

(Egypt) Matt's Cairo Caper: DW; BLM—On the Scene

2.2 Analyze text that uses the compare-and-contrast organizational pattern.

(Egypt) Cairo by Camel: C


2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.

2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.

(Brazil) School on Stilts: DW; BLM—Comparing Schools(Brazil) The White Jaguar: DW(Cambodia) Fields of Hope: DW(Egypt) Cairo by Camel: DW(Egypt) Matt's Cairo Caper: DW; BLM—On the Scene(Egypt) Queen of Egypt: DW;BLM—An Interview with Cleopatra(Scotland) Tee Off: DW; BLM—My Favorite Individual Sport(Turkey) International Children's Day: DW; BLM—Children's Charter(Turkey) Father Turk: DW; BLM—The Great Reformer(U.S.A.) Rescue at Red Rock: DW; BLM—A Successful Outing(U.S.A.) The Adventures of Audubon:

2.0 Reading Comprehension (Focus on Informational Materials)

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Comprehension and Analysis ofGrade-Level-Appropriate Text (Cont'd.)

2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).

Expository Critique 2.6 Determine the adequacy and appropriateness of the evidence for an author's conclusions.

(Brazil) School on Stilts: DR pp. 12–13, 14–15, 16–17; C(Brazil) The Greatest Player: DR pp. 6–9, 10–11, 12–13(Cambodia) Fields of Hope: DR pp. 4–5, 6–9, 14–15, 20–21; C(Cambodia) Back to Year Zero: DR pp. 6–9, 18–19(Egypt) Cairo by Camel: DR pp. 14–15, 14–15, 20–21(Egypt) Queen of Egypt: DR pp. 6–7, 14, 15(France) Behind Castle Walls: DR pp. 6–9, 18–19, 20–21(France) A Brilliant Mind: DR pp. 4–5, 16–17, 22–23, C(Scotland) Tee Off: DR pp. DR pp. 6, 16–17, 18–21; C(Scotland) An Inventor's Vision: DR pp. 6–7, 8–9, 12–15, 20–21; C(Turkey) International Children's Day: DR pp. 4–5, 6–7, 14–15, 18–19; C(Turkey) Father Turk: DR pp. 6–9, 20-21;BLM—The Great Reformer(U.S.A.) Wilderness Challenge: DR pp. 6–9, 16–17(U.S.A.) The Adventures of Audubon: DR pp. 4–5, 14–15, 16–17; C

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Expository Critique 2.7 Make reasonable assertions about a text through accurate, supporting citations.

(Brazil) School on Stilts: DR pp. 6–9, 10–11, 16–17, 18–21, 22–23; C; E; BLM—Comparing Schools(Brazil) The Greatest Player: ER pp. 4–5, 10–11, 14–15; C(Cambodia) Fields of Hope: DR pp. 10–11, 16–17(Cambodia) Back to Year Zero: DR pp. 10–11, 16–17(Egypt) Cairo by Camel: DR pp. 4–5, C(Egypt) Queen of Egypt: DR pp. 4–5, 8–11, 12–13, 16–19; E; BLM—An Interview with Cleopatra(France) Behind Castle Walls: DR pp. 4–5, 14–15, 16–17(France) A Brilliant Mind: 6–9, 14–15, 18–21, E;BLM—On the Scene(Scotland) Tee Off: 4–5, 7–9(Turkey) International Children's Day: 10–13(Turkey) Father Turk: 12–13, 14–17, 18–19; C; E;BLM—The Great Reformer(U.S.A.) Wilderness Challenge: DR pp. 12–13(U.S.A.) The Adventures of Audubon: DR pp. 6–9; C

2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.

(Brazil) The Greatest Player: C; E; BLM—Pele Responds

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3.1 Identify the forms of fiction and describe the major characteristics of each form.

(Brazil) The White Jaguar: F(Cambodia) The Monsoon Makers: BR; DR pp. 6–9; C(Egypt) Matt's Cairo Caper: DR pp. 22–27; C(France) The Man in the Iron Mask: F(Scotland) Escape from the Tower: BR(Turkey) The Sultan's Challenge: F; BR; C


3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.

(Brazil) The White Jaguar: F; DR pp. 4–5, 6–7, 18–19, 20–25,26–29; E(Cambodia) The Monsoon Makers: BR; DR pp. 4–5, 10–13,14–16, 17–21, 22–25, 26–29, 30–31; CE; BLM—Revealing Character(Egypt) Matt's Cairo Caper: DR pp. 4–7, 8–11, 18–21, 28–33, 34–37, 38–45(France) The Man in the Iron Mask: BR; DR pp. 4–7, 10–13,18–21, 26-27, 28-29(Scotland) Escape from the Tower: BR; DR pp. 6–11, 24–26(Turkey) The Sultan's Challenge: F; BR; DR pp. 4–7, 8–11, 12–13, 20–21; C(U.S.A.) Rescue at Red Rock: DR pp. 4–7, 8–11, 12–15,

3.3 Analyze the influence of setting on the problem and its resolution. 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.


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3.5 Identify the speaker and recognize the difference between first- and third-person narration (e.g., autobiography compared with biography).

3.6 Identify and analyze features of themes conveyed through characters, actions, and images.

(Brazil) The White Jaguar: F; DR pp. 6–7, 8–13, 14–17, 18–19, 20–25, 26–29; E (Cambodia) The Monsoon Makers: F; BR; DR pp. 10–13, 14–16, 22–25, (Turkey) The Sultan's Challenge: F; BR; DR pp. 4–7; C; E(U.S.A.) Rescue at Red Rock: DR pp. 12–15, 16–19; C

3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfiction texts.

(Cambodia) The Monsoon Makers: F; V (U.S.A.) Wilderness Challenge: V(U.S.A.) Rescue at Red Rock: V

Literary Criticism 3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).

(France) The Man in the Iron Mask: BR; DR pp. 10–13, 14–17, 18–21(Scotland) Escape from the Tower: BR; DR pp. 4–5; C

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WRITING



1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

(France) Behind Castle Walls: DW(France) The Man in the Iron Mask: DW(Scotland) Escape from the Tower: DW

1.2 Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition.

(Brazil) The White Jaguar: DW(Brazil) The Greatest Player: DW(Cambodia) Fields of Hope: DW(Egypt) Cairo by Camel: V; DW(Egypt) Matt's Cairo Caper: V; DW(Egypt) Queen of Egypt: DW(Scotland) Tee Off: DW; BLM—My Favorite Individual Sport(Scotland) Escape from the Tower: DW(Turkey) Father Turk: DW; BLM—The Great Reformer(U.S.A.) The Adventures of Audubon: DW

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1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

(Brazil) School on Stilts: DW; BLM—Comparing Schools(Cambodia) Back to Year Zero: DW; BLM—All About Me!(Egypt) Matt's Cairo Caper: DW; BLM—On the Scene(Scotland) Tee Off: DW; BLM—My Favorite Individual Sport(Scotland) Escape from the Tower:BLM—Escaping from the Tower(Turkey) International Children's Day: DW; BLM—Children's Charter(Turkey) Father Turk: DW; BLM—The Great Reformer; E; BLM—F Assess—Father Turk(U.S.A.) Wilderness Challenge: DW(U.S.A.) Rescue at Red Rock: DW; BLM—A Successful Outing

Research and Technology 1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

All texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: Class Reports; International Pen Pals; Oral Autobiographies—Role-Playing

1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

Evaluation and Revision 1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

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Standard WorldScapes Title(s)2.1 Write narratives: a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories. b. Include sensory details and concrete language to develop plot and character. c. Use a range of narrative devices (e.g., dialogue, suspense).

(Cambodia) The Monsoon Makers: DW(Scotland) Escape from the Tower: DW

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution): a. State the thesis or purpose. b. Explain the situation. c. Follow an organizational pattern appropriate to the type of composition. d. Offer persuasive evidence to validate arguments and conclusions as needed.

(Brazil) School on Stilts: DW; BLM—Comparing Schools(Egypt) Cairo by Camel: DW(Egypt) Matt's Cairo Caper: DW; BLM—On the Scene(Egypt) Queen of Egypt: DW(Scotland) Tee Off: DW; BLM—My Favorite Individual Sport (Scotland) An Inventor's Vision: DW(Turkey) Father Turk: DW(U.S.A.) The Adventures of Audubon: DW

2.3 Write research reports: a. Pose relevant questions with a scope narrow enough to be thoroughly covered. b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches). c. Include a bibliography.

All Texts: Teacher's Resource Guide: Making the Mot of WorldScapes—Getting Involved!: Class Reports; International Fair; Oral Autobiographies—Role-Playing


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Standard2.4 Write responses to literature: a. Develop an interpretation exhibiting careful reading, understanding, and insight. b. Organize the interpretation around several clear ideas, premises, or images. c. Develop and justify the interpretation through sustained use of examples and textual evidence.

(Brazil) School on Stilts: DW; BLM—Comparing Schools(Brazil) The White Jaguar: DW; BLM—Pele Responds(Brazil) The Greatest Player: DW(Cambodia) Fields of Hope: DW(Cambodia) The Monsoon Makers: DW(Cambodia) Back to Year Zero: DW(Egypt) Cairo by Camel: DW(Egypt) Matt's Cairo Caper: DW; BLM—On the Scene(Egypt) Queen of Egypt: DW; BLM—An Interview with Cleopatra(France) Behind Castle Walls: DW(France) A Brilliant Mind: DW; BLM—On the Scene(Scotland) Tee Off: DW; BLM—My Favorite Sport(Scotland) Escape from the Tower: DW(Scotland) An Inventor's Vision: DW(Turkey) International Children's Day: DW; BLM—Children's Charter(Turkey) The Sultan's Challenge: DW(Turkey) Father Turk: DW; BLM—The Great Reformer(U.S.A.) Wilderness Challenge: DW(U.S.A.) Rescue at Red Rock: DW; BLM—A Successful Outing(U.S.A.) The Adventures of Audubon: DW

2.5 Write persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant evidence. c. Anticipate and address reader concerns and counterarguments.

(Egypt) Cairo by Camel: DW(Scotland) An Inventor's Vision: DW(U.S.A.) The Adventures of Audubon: DW

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1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.

(Brazil) School on Stilts: V(Brazil) The Greatest Player: V(Egypt) Queen of Egypt: V(France) Behind Castle Walls: F(U.S.A.) The Adventures of Audubon: V; BLM—To Coin a Phrase

Grammar 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

(Scotland) Tee Off: V(Turkey) V

Punctuation1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.

(Turkey) International Children's Day: F

Capitalization1.4. Use correct capitalization.

Spelling 1.5 Spell frequently misspelled words correctly (e.g., their, they're, there).


1.0 Written and Oral English Language Conventions Strategies

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Standard WorldScapes Title(s)

Comprehension 1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).

(Brazil) School on Stilts: F(Cambodia) The Monsoon Makers: F(France) A Brilliant Mind: F(Turkey) The Sultan's Challenge: F(U.S.A.) Wilderness challenge: F

1.2 Identify the tone, mood, and emotion conveyed in the oral communication.

(Cambodia) The Monsoon Makers: F(France) A Brilliant Mind: F(Turkey) The Sultan's Challenge: F

1.3 Restate and execute multiple-step oral instructions and directions.

(Brazil) The White Jaguar: DW(U.S.A.) Rescue at Red Rock: DW

Organization and Delivery of Oral Communication

1.4 Select a focus, an organizational structure, and a point of view, matchingthe purpose, message, occasion, and vocal modulation to the audience.

(Brazil) The White Jaguar: F

1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.

(Cambodia) The Monsoon Makers: F

1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.

All texts: Teacher's Resource Guide: Making the Most of WorldScapes—Getting Involved!: Class Reports; Oral Autobiographies

1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

(France) A Brilliant Mind: F(Turkey) The Sultan's Challenge: F



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1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect. 1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.

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Standard WorldScapes Title(s)2.1 Deliver narrative presentations: a. Establish a context, plot, and point of view. b. Include sensory details and concrete language to develop the plot and character. c. Use a range of narrative devices (e.g., dialogue, tension, or suspense).

Students may present their writing activities to the class in an oral presentation for:

(Cambodia) The Monsoon Makers: DW(Scotland) Escape from the Tower: DW

2.2 Deliver informative presentations: a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered. b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

Students may present their writing activities to the class in an oral presentation for:

(Brazil) School on Stilts: DW(Brazil) The White Jaguar: DW(Egypt) Queen of Egypt: DW; BLM—An Interview with Cleopatra(France) A Brilliant Mind: DW; BLM—On the Scene(Scotland) Tee Off: DW; BLM - My Favorite Individual Sport; E; BLM—With a Little Help(U.S.A.) Wilderness Challenge: DW

2.3 Deliver oral responses to literature: a. Develop an interpretation exhibiting careful reading, understanding, and insight. b. Organize the selected interpretation around several clear ideas, premises, or images. c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.


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Standard2.4 Deliver persuasive presentations: a. Provide a clear statement of the position. b. Include relevant evidence. c. Offer a logical sequence of information. d. Engage the listener and foster acceptance of the proposition or proposal.

Student may present their writing activities to the class in an oral presentation for:

(Egypt) Cairo by Camel: DW(Scotland) An Inventor's Vision: DW(U.S.A.) The Adventures of Audubon: DW

2.5 Deliver presentations on problems and solutions: a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution. b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.

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