WorldScapes Texas GR 3, 4, 5, 6...features nonfiction photo essay, fiction, and biography texts. (C) read to accomplish various purposes, both assigned and self-selected (Arctic) Mush,

Knowledge and Skills WorldScapes Title(s)(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate

(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

(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

(D) listen critically to interpret and evaluate

(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

WorldScapesCorrelated to Texas Essential Knowledge and Skills

English Language Arts and Reading—Grade 3Correlation Key: Letters Reference Teacher Note Sections for Cited Title

F=Fluency; BR=Before Reading; DR=During Reading; C=Developing Comprehension; V=Developing Vocabulary; DW=Developing Writing; E=Extending the Learning Experience; BLM=Blackline Master

(1) Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences.

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(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works

(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

(F) identify the musical elements of literary language, including its rhymes, repeated sounds, or instances of onomatopoeia

(Australia) The Outback Adventure: F; DW

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Knowledge and Skills WorldScapes Title(s)(A) connect experiences and ideas with those of others through speaking and listening

(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

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures

(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. 16–17, 18–21, 22–23(South Africa) Our Painted Village: BR

(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.

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Knowledge and Skills WorldScapes Title(s)(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate

(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

(B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions

(Costa Rica) Oxcart Day: F(India) The Indigo Jackal: E

(C) ask and answer relevant questions and make contributions in small or large group discussions

(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

D) present dramatic interpretations of experiences, stories, poems, or plays

(Costa Rica) Oxcart Day: F(India) The Indigo Jackal: F(Pacific Islands) A Samoan Song: F

(E) gain increasing control of grammar when speaking such as using subject–verb agreement, complete sentences, and correct tense

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

3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions.

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Knowledge and Skills WorldScapes Title(s)(A) use vocabulary to describe clearly ideas, feelings, and experiences

(Arctic) Race to the North Pole: BR(Australia) School in the Outback: E; BLM—Finish What You Start(Australia) Going for Gold: E

B) clarify and support spoken messages using appropriate props, including objects, pictures, and charts (C) retell a spoken message by summarizing or clarifying

(South Africa) Monkey Business: E

(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.

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Knowledge and Skills WorldScapes Title(s)(A) decode by using all letter-sound correspondences within a word

(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

(India) My Elephant, My Friend: V; BLM—Assess(South Africa) Our Painted Village: V(South Africa) Fighting for Freedom: V

(E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning

(Australia) The Outback Adventure: F(Costa Rica) Helping Hands: F

(F) read both regular and irregular words automatically such as through multiple opportunities to read and reread

(5) Reading/word identification. The student uses a variety of word identification strategies.

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Knowledge and Skills WorldScapes Title(s)(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader)

WorldScapes books have been written with careful attention to use of grade-level vocabulary. Definitions are provided for vocabulary that is above grade level.

(B) read regularly in instructional-level 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)


(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

(6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.

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(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

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Knowledge and Skills WorldScapes Title(s)(A) read classic and contemporary works

The WorldScapes Grade 3 text collection features both contemporary and traditional fiction.

(B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources

The WorldScapes Grade 3 collection features nonfiction photo essay, fiction, and biography texts.

(C) read to accomplish various purposes, both assigned and self-selected

(Arctic) Mush, Mush!: C(China) The Golden Fish: V(India) My Elephant, My Pet: E

(7) Reading/variety of texts. The student reads widely for different purposes in varied sources.

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Knowledge and Skills WorldScapes Title(s)(A) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud

(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

(B) develop vocabulary through reading

(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

(C) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciations of words

(Costa Rica) Helping Hands: C; BLM—Composing a Glossary

(8) Reading/vocabulary development. The student develops an extensive vocabulary.

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(D) demonstrate knowledge of synonyms, antonyms, and multi-meaning 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

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Knowledge and Skills WorldScapes Title(s)(A) use prior knowledge to anticipate meaning and make sense of texts

(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 and listening such as to be informed, to follow directions, and to be entertained

(Arctic) Mush, Mush!: C(Australia) The Outback Adventure: C(India) My Elephant, My Friend: BR; C; E(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

(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

(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

(9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently.

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(F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions

(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

(G) identify similarities and differences across texts such as in topics, characters, and themes

(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

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(J) distinguish fact from opinion in various texts, including news stories and advertisements

(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

(K) practice different kinds of questions and tasks, including test-like comprehension questions

(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

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Knowledge and Skills WorldScapes Title(s)(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing, and through movement, music, art, and drama

(Australia) The Outback Adventure: C(China) The Golden Fish: C(India) The Indigo Jackal: C; BLM—Advice for Raji(South Africa) Monkey Trouble: DW

(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

(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

(D) connect ideas and themes across texts

(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?

(10) Reading/literary response. The student responds to various texts.

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Knowledge and Skills WorldScapes Title(s)(A) distinguish different forms of texts,including lists, newsletters, and signs and the functions they serve

(Costa Rica) The Drummer Boy: F(India) My Elephant, My Friend: BR(Pacific Islands) Farewell to Boyhood: C

(B) distinguish fiction from nonfiction, including fact and fantasy

(Arctic) The Stolen Sun: BR(China) The Golden Fish: BR(India) My Elephant, My Friend: BR

(C) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts

(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

(D) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variant

(Pacific Islands) Farewell to Boyhood: C

(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: 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

(11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts.

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(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 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

(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. 16–17, 18–21, 22–23(South Africa) Fighting for Freedom: DR pp. 6–7, 8–11, 12–13, 14–17, 22–23

(I) identify the importance of the setting to a story's meaning

(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

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(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, 18–21

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Knowledge and Skills WorldScapes Title(s)(A) identify relevant questions for inquiry such as "What Native American tribes inhabit(ed) Texas?"

(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

(B) use alphabetical order to locate information

(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

(12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources.

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(E) interpret and use graphic sources of information, including maps, charts, graphs, and diagrams

(Arctic) Race to the North Pole: DRpp. 4–5, 22–23(Australia) School in the Outback: BR; DRpp. 14–15(Australia) Going for Gold: BR(China) The Chance to Dance: DRpp. 4–5, 10–11(Costa Rica) The Drummer Boy: BR; DR pp. 4–5, 12–13, 16–19(India) My Elephant, My Friend: BR; C(India) Mother Teresa of Calcutta: DR pp. 4–5, 10–15(Pacific Islands) On Board with Captain Cook: C; DR pp. 4–5, 10–13, 18–19, 22–23(South Africa) Fighting for Freedom: DR

(F) locate and use important areas of the library media center

(G) organize information in systematic ways, including notes, charts, and labels

(Arctic) Mush, Mush!: C(India) My Elephant, My Friend: C; E(South Africa) Fighting for Freedom: C; BLM—Fighting for Freedom Main Points

(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

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Knowledge and Skills WorldScapes Title(s)(A) connect his/her own experiences with the life experiences, language, customs, and culture of others

(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

(B) compare experiences of characters across cultures

(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

(13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture.

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Knowledge and Skills WorldScapes Title(s)(A) write to record ideas and reflections

(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

(B) write to discover, develop, and refine ideas

(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?

(C) write to communicate with a variety of audiences


(14) Writing/purposes. The student writes for a variety of audiences and purposes and in various forms.

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(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

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Knowledge and Skills WorldScapes Title(s)(A) gain more proficient control of all aspects of penmanship

(Australia) The Outback Adventure: C

(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

(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

(15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly

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Knowledge and Skills WorldScapes Title(s)(A) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-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

(E) write with more proficient spelling of contractions, compounds, and homonyms such as hair–hare and bear–bare

(Costa Rica) Oxcart Day: V; BLM—Compound Words(India) The Indigo Jackal: V

(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

(16) Writing/spelling. The student spells proficiently.

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(H) use resources to find correct spellings, synonyms, or replacement words

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Knowledge and Skills WorldScapes Title(s)(A) use correct irregular plurals such as sheep

(India) Mother Teresa of Calcutta: V; BLM—Singulars and Plurals

(B) use singular and plural forms of regular nouns and adjust verbs for agreement

(India) Mother Teresa of Calcutta: V; BLM—Singulars and Plurals

(C) compose elaborated sentences in written texts and use the appropriate end punctuation

(Arctic) The Stolen Sun: V(Australia) The Outback Adventure: C

(D) compose sentences with interesting, elaborated subjects

(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

(17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage.

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Knowledge and Skills WorldScapes Title(s)(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts

(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

(India) The Indigo Jackal: DW(Pacific Islands) Farewell to Boyhood: C

(D) edit for appropriate grammar, spelling, punctuation, and features of polished writing

(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

(18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.

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(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

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Knowledge and Skills WorldScapes Title(s)(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 ownwritten work to monitor growth as a writer

(19) Writing/evaluation. The student evaluates his/her own writing and the writing of others.

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Knowledge and Skills WorldScapes Title(s)(A) write or dictate questions for investigating

(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

(20) Writing/inquiry/research. The student uses writing as a tool for learning and research.

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Knowledge and Skills WorldScapes Title(s)(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate

(Canada) Operation Migration: F(Italy) The Flag Throwers: DW(Peru) Living with the Llamas: BR; DW; 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

(Italy) The Flag Throwers: E(U.S.A.) The Corkscrew: F(U.S.A.) Batting Against the Odds: F

(D) listen critically to interpret and evaluate

(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




(1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings.

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Knowledge and Skills WorldScapes Title(s)(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives

(U.S.A.) Batting Against the Odds: F(West Africa) Off to Africa: DW

(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

(West Africa) Off to Africa: DW

(D) monitor his/her own understanding of the spoken message and seek clarification as needed

(U.S.A.) Batting Against the Odds: F(West Africa) Off to Africa: DW

(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s).

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Knowledge and Skills WorldScapes Title(s)(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works

(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

(Canada) The Salmon Forest: F(Peru) SOS on the Inca Trail: F(U.S.A.) The Corkscrew: DR pp. 4–5, 20–21(Russia) The Frog Princess: V;BLM—Like Two Peas in a Pod(Russia) The Little Duchess: V

(C) assess how language choice and delivery affect the tone of the message

(Canada) The Salmon Forest: F(U.S.A.) The Corkscrew: DR pp. 4–5, 20–21(Russia) The Little Duchess: V

(3) Listening/speaking/appreciation. The student listens, enjoys, and appreciates spoken language.

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Knowledge and Skills WorldScapes Title(s)(A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening

(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

(B) compare oral traditions across regions and cultures

(Italy) The Bell of Atri: BR(Mexico) The Mariachi Kid: E

C) identify how language use such as labels and sayings reflects regions and cultures

(Mexico) The Mariachi Kid: E

(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.

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Knowledge and Skills WorldScapes Title(s)(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion

(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

(B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information

(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

(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate

(Peru) SOS on the Inca Trail: F(Russia) The Frog Princess: F

(D) use effective rate, volume, pitch, and tone for the audience and setting

(Italy) The Flag Throwers: DW(Peru) SOS on the Inca Trail: F(Russia) The Frog Princess: F

(E) give precise directions and instructions such as for games and tasks

(Canada) A Day with Belugas: DW(Canada) The Salmon Forest: DW(Italy) The Bell of Atri: DW

(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions.

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(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

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Knowledge and Skills WorldScapes Title(s)(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

(Italy) The Bell of Atri: V; BLM—Assess(Mexico) The Mariachi Kid: V(Mexico) The Color of Life: DRpp. 14–17(Russia) The Whisper of the Stars: DRpp. 6–7(Russia) The Little Duchess: V; BLM—Assess(West Africa) Off to Africa: V

(C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources

(6) Reading/word identification. The student uses a variety of word recognition strategies.

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(B) read regularly in instructional-level 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)



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(C) demonstrate characteristics of fluent and effective reading

(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

(D) adjust reading rate based on purposes for reading

(Canada) Operation Migration: F(U.S.A.) Powwow: F(Russia) The Frog Princess: F

(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 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

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(F) read silently with increasing ease for longer periods

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The WorldScapes Grade 4 text collection features both contemporary

(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure

(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


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Knowledge and Skills WorldScapes Title(s)(A) develop vocabulary by listening to selections read aloud

(Canada) The Salmon Forest: BR(U.S.A.) The Corkscrew: BR

(B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words

(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

(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-

(Canada) A Day with the Belugas: V; BLM—Derivatives(Italy) The Bell of Atri: V; BLM—Assess(Mexico) The Color of Life: DRpp. 14–17(Russia) The Whisper of the Stars: DR

(9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.

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(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, 20–21(U.S.A.) Batting Against the Odds: F; DR pp. 6–9, 10–13, 14–15; V; BLM—Assess

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Knowledge and Skills WorldScapes Title(s)(A) use his/her own knowledge and experience to comprehend

(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

(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, 22–23(West Africa) Off to Africa: BR; BLM—Question and Answer Sheet; DR pp. 6–9, 12–15, 18–19; C; DW

(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

(10) Reading/comprehension. The student comprehends selections using a variety of strategies.

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(D) describe mental images that text descriptions evoke

(Italy) The Travels of Marco Polo: V(U.S.A.) The Corkscrew: DR pp. 4–5(Russia) The Frog Princess: V

(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information

(Canada) The Salmon Forest: C(Mexico) The Mariachi Kid: DR pp. 4–5, 10–13(Mexico) The Color of Life: C; BLM—Assess(Peru) Living with Llamas: DR pp. 16–17(U.S.A.) The Corkscrew: DR pp. 6–9, 16–19(Russia) The Little Duchess: C(West Africa) The Salt Caravan: C

(F) determine a text's main (or major) ideas and how those ideas are supported with details

(Canada) The Salmon Forest: DRpp. 10–13, 22–23(Canada) Operation Migration: C; BLM—Bill Lishman Main Points

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(G) paraphrase and summarize text to recall, inform, and organize ideas

(Canada) The Salmon Forest: DRpp. 6–9, 14–17(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. 10–13

(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience

(Canada) The Salmon Forest: DRpp. 20–21(Canada) Operation Migration: C; BLM—Assess(Italy) The Travels of Marco Polo: DR pp. 14–17, 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. 12–15, 16–19, 20–21, 22–23(West Africa) Friends or Foes?: DRpp. 6–7, 8–13, 20–21; C; BLM—Assess

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(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

(Canada) Operation Migration: C(Peru) City of the Inca: C; BLM—Assess

(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) 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

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Knowledge and Skills WorldScapes Title(s)(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts

(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

(B) interpret text ideas through such varied means as journal writing, discussion, enactment, media

(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. 12–15(U.S.A.) Batting Against the Odds: C(Russia) The Frog Princess: E; BLM—Rewarding Kindness

(11) Reading/literary response. The student expresses and supports responses to various types of texts.

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(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

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Knowledge and Skills WorldScapes Title(s)(A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here?"

(Italy) The Travels of Marco Polo: DR pp. 4–5, 20–21, 22–23(Peru) SOS on the Inca Trail: DRpp. 12–15(U.S.A.) The Corkscrew: DR pp. 20–21(Russia) The Frog Princess: DR pp. 20–21

(B) recognize that authors organize information in specific ways

(Canada) A Day with the Belugas: F; BR; C; DR pp. 8–11(Canada) Operation Migration: BR; DR pp. 4–5, 8–13(Mexico) The Color of Life: 4–5; DRpp. 4–5(Peru) City of the Inca: DR pp. 14–15; 22–23

(C) identify the purposes of different types of texts such as to inform, influence, express, or entertain

(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

(12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).

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(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. 10–13(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 different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variant

(Russia) The Frog Princess: F; DR

(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, 22–23(Russia) The Frog Princess: F; BR; C(West Africa) Friends or Foes?: BR; DR pp. 4–5, 20–21

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(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. 10–13(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.22–23

(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, 18–19(Mexico) The Color of Life: DR pp. 6–7, 8–11, 12–13, 14–17(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, 22–23(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

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(I) recognize and analyze story plot, setting, and problem resolution

(Canada) The Salmon Forest: DRpp. 4–5(Canada) Operation Migration: BR; DR pp. 4–5, 14–17, 18–21, 22–23(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, 22–23(U.S.A.) The Corkscrew: C; BLM—Story Elements

(J) describe how the author's perspective or point of view affects the text

(Italy) The Travels of Marco Polo: DR pp. 4–5, 20–21, 22–23

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Knowledge and Skills WorldScapes Title(s)(A) form and revise questions for investigations, including questions arising from interests and units of study

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

(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information

(Canada) A Day with the Belugas: BR(Canada) Operation Migration: C; BLM—Bill Lishman Main Points

(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions

(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources.

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(D) interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions

(Canada) Operation Migration: DRpp. 4–5; C; BLM—Assess(Italy) The Flag Throwers: C(Italy) The Travels of Marco Polo: DR pp. 8–9(Mexico) The Mariachi Kid: DRpp. 14–15(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

(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

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(H) use compiled information and knowledge to raise additional, unanswered questions

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Knowledge and Skills WorldScapes Title(s)(A) compare text events with his/herown and other readers' experiences

(Italy) The Flag Throwers: DR pp. 20–21, 22–23(Mexico) The Mariachi Kid: DR pp.18–21(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: DRpp. 22–23; E

(14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.

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(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, 22–23(Mexico) The Mariachi Kid: E; DRpp. 6–9, 16–17, 18–21, 22–23(Peru) Living with Llamas: DR pp. 8–11, 12–13, 18–19, 20–23; E(Peru) City of the Inca: DR pp. 10–21(Russia) The Whisper of the Stars: C; BLM—Lena and Me; E(West Africa) The Salt Caravan: DRpp. 6–9, 14–15, 16–17, 18–21

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(C) articulate and discuss themes and connections that cross cultures

(Canada) The Salmon Forest: E; BLM—A Fine Balance(Canada) Operation Migration: DRpp. 18–21, 22–23; E; BLM—Showing You Care(Mexico) The Mariachi Kid: E; BLM—Making It Happen(Peru) Living with Llamas: DR pp. 6–7; E; BLM—What Would You Do?(Peru) City of the Inca: DR pp. 22–24; E; BLM—Inspiration and Perspiration(Russia) The Whisper of the Stars: E; BLM—A Friend in Need(Russia) The Little Duchess: E; BLM—Showing Respect(West Africa) The Salt Caravan: E; BLM—Working Together(West Africa) Friends or Foes?: E; BLM—That's What Friends Are For

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Knowledge and Skills WorldScapes Title(s)(A) write to express, discover, record, develop, reflect on ideas, and to problem solve

(Italy) The Flag Throwers: E; BLM—Playing by the Rules(Mexico) The Color of Life: E; BLM—Challenges and Choices

(B) write to influence such as to persuade, argue, and request

(Mexico) The Color of Life: DW(West Africa) Friend or Foes?: DW

(C) write to inform such as to explain, describe, report, and narrate

(Canada) A Day with the Belugas: C; DW(Canada) The Salmon Forest: DW; BLM—Absolutely Delicious(Italy) The Flag Throwers: DW(Italy) The Bell of Atri: DW;BLM—Taking Care of My Pet(Mexico) The Mariachi Kid: DW(Russia) The Little Duchess: DW; BLM—In the News

(D) write to entertain such as to compose humorous poems or short stories

(Canada) The Salmon Forest: V(Mexico) How Music Came to Earth: DW;BLM—How It Came to Be

(15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms.

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(E) exhibit an identifiable voice in personal narratives and in stories

(Canada) Operation Migration: DW(Italy) The Travels of Marco Polo: DW(U.S.A.) Batting Against the Odds: DW; BLM—All About Me(Russia) The Whisper of the Stars: DW

(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions

(Peru) Living with Llamas: DW;BLM—A Day in the Life(U.S.A.) The Corkscrew: DW(Russia) The Whisper of the Stars: DW(Russia) The Frog Princess: DW(Russia) The Little Duchess: DW; BLM—In the News(West Africa) Off to Africa: DW

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Knowledge and Skills WorldScapes Title(s)(A) write legibly by selecting cursive or manuscript as appropriate

(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation

(Canada) A Day with the Belugas: DW(Italy) The Bell of Atri: F(U.S.A.) Powwow: DW(Russia) The Whisper of the Stars: DW(Russia) The Frog Princess: DW(Russia) The Little Duchess: DW; BLM—In the News

(16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly.

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Knowledge and Skills WorldScapes Title(s)(A) write with accurate spelling of syllable constructions, including closed, open, consonant before-le, and syllable boundary patterns (B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un-

(Italy) The Bell of Atri: V(Mexico) The Mariachi Kid: V(West Africa) The Salt Caravan: V

(C) use resources to find correct spellings (D) spell accurately in final drafts


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Knowledge and Skills WorldScapes Title(s)(A) use regular and irregular plurals correctly (B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes

(Peru) City of the Inca: V;BLM—Simple and Compound Sentences(Russia) The Little Duchess: DW; BLM—In the News

(C) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech

(Russia) The Whisper of the Stars: V(Russia) The Little Duchess: DW; BLM—In the News

(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise

(Canada) A Day with the Belugas: V; BLM—Derivates(Mexico) The Mariachi Kid: V(Peru) Living with Llamas: V(U.S.A.) The Corkscrew: V

(E) use prepositional phrases to elaborate written ideas

(Mexico) The Color of Life: V; BLM—Adverbial Phrases

(18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.

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(F) use conjunctions to connect ideas meaningfully

(Italy) The Travels of Marco Polo: F(Peru) City of the Inca: V;BLM—Simple and Compound Sentences

(G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's

(U.S.A.) Powwow: V;BLM—Possessive Apostrophes

(H) write with increasing accuracy when using objective case pronouns such as "Dan cooked for you and me."

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Knowledge and Skills WorldScapes Title(s)(A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs

(Peru) SOS on the Inca Trail: DW(Russia) The Little Duchess: DW; BLM—In the News

(B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text


(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text


(D) revise drafts for coherence, progression, and logical support of ideas


(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice



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(F) use available technology to support aspects of creating, revising, editing, and publishing texts (G) refine selected pieces frequently to "publish" for general and specific audiences

(Canada) A Day with the Belugas: DW(Peru) SOS on the Inca Trail: DW(Russia) The Whisper of the Stars: DW(Russia) The Frog Princess: DW(Russia) The Little Duchess: DW; BLM—In the News

(H) proofread his/her own writing and that of others

(Russia) The Little Duchess: DW; BLM—In the News

(I) select and use reference materials and resources as needed for writing, revising, and editing final drafts

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Knowledge and Skills WorldScapes Title(s)(A) apply criteria to evaluate writing

(B) respond in constructive ways to others' writings (C) evaluate how well his/her own writing achieves its purposes

(D) analyze published examples as models for writing (E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer

(20) Writing/evaluation. The student evaluates his/her own writing and the writings of others.

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Knowledge and Skills WorldScapes Title(s)(A) frame questions to direct (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer

(C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (E) present information in various forms using available technology (F) evaluate his/her own research and raise new questions for further investigation


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Knowledge and Skills WorldScapes Title(s)(A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms

(Mexico) The Mariachi Kid: C; BLM—Interviewing Maureen(Mexico) The Color of Life: DW(U.S.A.) Powwow: DW

(B) correspond with peers or others via e-mail or conventional mail

(22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing.

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Knowledge and Skills WorldScapes Title(s)(A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings

(Canada) The Salmon Forest: DRpp. 4–5, 18–19, 20–21, 22–23(Mexico) The Mariachi Kid: DRpp. 10–13, 16–17(Mexico) How Music Came to Earth: BR; DR pp. 6–7,12–15, 22–23(West Africa) Friends or Foes? BR; DR pp. 4–5

(B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations

(Canada) Operation Migration: DRpp. 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. 14–15(Mexico) The Color of Life: DR pp. 4–5(Peru) City of the Inca: DR pp. 4–5, 22–23; C; BLM—Assess(U.S.A.) Powwow: C; BLM—Assess

(23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings.

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(C) use media to compare ideas and points of view

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Knowledge and Skills WorldScapes Title(s)(A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings

(Canada) A Day with Belugas: DRpp. 8–11, 16–19, 22–23(Canada) The Salmon Forest: DRpp. 4–5, 18–19, 20–21, 22–23(Italy) The Bell of Atri: DR pp. 4–5(Mexico) The Mariachi Kid: BR; DRpp. 10–13, 16–17(Mexico) How Music Came to Earth: BR; DR pp. 6–7, 12–15, 22–23(Peru) SOS on the Inca Trail: DR pp. 6–7, 8–11, 20–21(U.S.A.) Powwow: C; BLM—Assess(Russia) The Little Duchess: BR(West Africa) Off to Africa: F; DRpp. 4–5, 10–11, 12–13

(B) compare and contrast print, visual, and electronic media such as film with written story

(24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings.

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Knowledge and Skills WorldScapes Title(s)(A) select, organize, or produce visuals to complement and extend meanings

(Mexico) The Mariachi Kid: DW(U.S.A.) The Corkscrew: DW(Russia) The Whisper of the Stars: DW(Russia) The Frog Princess: DW(West Africa) The Salt Caravan: DW; BLM—The Great Family Road Trip

(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports

(25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others.

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(Caribbean) Carnival Time!: F; E(Ireland) The Leather Boat: F; BR(Mexico) Where Did the Maya Go?: E(U.S.A.) Synchro Swans: BR(Vietnam) Warrior Queens: F; BR


(Ireland) The Leather Boat: F; BR(Mexico) Where Did the Maya Go?: E(U.S.A.) Synchro Swans: BR(Vietnam) Warrior Queens: F; BR





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(Caribbean) Carnival Time!: E(Caribbean) Between Two Worlds: E(Japan) Hidden Flower: E(Mexico) Hidden Heritage: E(Vietnam) Warrior Queens: E


(Mexico) Hidden Heritage: E(Vietnam) Warrior Queens: E


(Mexico) Hidden Heritage: E(Vietnam) Warrior Queens: E


(Caribbean) Carnival Time!: E(Japan) Hidden Flower: E(Mexico) Hidden Heritage: E


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Knowledge and Skills WorldScapes Title(s)(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works

(Caribbean) Carnival Time!: F(Ireland) Horsing Around: F(Japan) The Bamboo Cutter's Daughter: F; BR(Mexico) Where Did the Maya Go?: F(Nepal) Trekking in Nepal: F; BR(Nepal) On Top of the World: F

(B) describe how the language of literature affects the listener

(Caribbean) The Little Leaf-Leaper: F; V(Japan) The Cherry Blossom Festival: V(Japan) The Bamboo Cutter's Daughter: F(U.S.A.) Moana Makana: V

(C) assess how language choice and delivery affect the tone of the message

(Caribbean) The Little Leaf-Leaper: F(Nepal) On Top of the World: F(Vietnam) The Secret Soldier: BR; DR


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(Ireland) The Leather Boat: F(Japan) The Cherry Blossom Festival: BR(Japan) Hidden Flower: E(Mexico) Hidden Heritage: BR(Nepal) Trekking in Nepal: BR(Vietnam) Best of Both Worlds: E; BLM—Not So Different


(Ireland) Fair, Brown, and Trembling: BR; C; BLM—Cinderella Stories; V(Vietnam) The Warrior Queens: F; BR


(Mexico) Hidden Heritage: DRpp. 22–23(Vietnam) The Warrior Queens: F; BR

(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.

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Knowledge and Skills WorldScapes Title(s)(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion

(Caribbean) Carnival Time!: E(Mexico) Where Did the Maya Go? E

(B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information

(Caribbean) Carnival Time!: E(Mexico) Where Did the Maya Go? E(Nepal) On Top of the World: C; BLM—An Interview with Tenzing

(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (D) use effective rate, volume, pitch, and tone for the audience (E) give precise directions and instructions such as for games and tasks

(Mexico) Hidden Heritage: DW; BLM—Playing the Game


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(Caribbean) Carnival Time!: E(Caribbean) The Little Leaf-Leaper: E(Mexico) Where Did the Maya Go?: E

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Knowledge and Skills WorldScapes Title(s)(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words

(Ireland) Fair, Brown, and Trembling: DR pp. 14–15(Nepal) The Wishing Shell: F

(B) use structural analysis to identify root words with prefixes such as dis-, non-, in-; and suffixes such as -ness, -tion, -able

(Caribbean) The Little Leaf-Leaper: DR pp. 6–7, 16–19(Mexico) Hidden Heritage: DR pp. 4–5, 18–21


(Nepal) On Top of the World: V


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(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" 5th grader reads approximately 100 wpm)



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(Caribbean) Between Two Worlds: F; BLM—Assess(Ireland) Fair, Brown, and Trembling: BR; BLM—Assess(Japan) The Bamboo Cutter's Daughter: F; BR; BLM—Assess(Mexico) Where Did the Maya Go?: F; BLM—Assess(Nepal) On Top of the World: F; BR; BLM—Assess(U.S.A.) Synchro Swans: F; BLM—Assess


(U.S.A.) Moana Makana: F


(Caribbean) Carnival Time!: F; BR(Ireland) Horsing Around: BR(Mexico) Hidden Heritage: F(Vietnam) Best of Both Worlds: BR; V; BLM—Assess

(F) read silently with increasing easefor longer periods

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The WorldScapes Grade 5 text collection features both contemporary and traditional fiction.

(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure


(Japan) The Cherry Blossom Festival: BR; DR(Nepal) The Wishing Shell: BR; DR(Nepal) On Top of the World: BR; DR(U.S.A.) Moana Makana: BR; DR


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(Ireland) Horsing Around: BR(Japan) The Cherry Blossom Festival: DR pp. 4–5; BLM—Assess(Mexico) Lost in Time: BR(U.S.A.) Synchro Swans: BR; DR pp. 4–5(Vietnam) Warrior Queens: V; BLM—Assess

(B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words

(Ireland) Horsing Around: BR(Mexico) Hidden Heritage; DR pp. 4–5; V(Nepal) The Wishing Shell: DR pp. 22–23(U.S.A.) Moana Makana: V; DR pp. 12–13(U.S.A.) In Her Stride: BR(Vietnam) Best of Both Worlds: BR

(C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage

(Nepal) On Top of the World: V


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(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-

(Japan) The Cherry Blossom Festival: DR pp. 4–5, 18–19(Japan) The Bamboo Cutter's Daughter: V(Mexico) Lost in Time: DR pp. 6–7, 20–21(Nepal) The Wishing Shell: DR pp. 16–17(U.S.A.) Moana Makana: DR pp. 22–23


(Caribbean) Carnival Time!: DR pp. 4–5, 16–17; V; BLM—Assess(Ireland) The Leather Boat: BR; DRpp. 6–7, 8–11, 16–21; E;BLM—A Promise Is a Promise; V; BLM—Assess(Japan) The Cherry Blossom Festival: DR pp. 4–5, 12–13, 18–19; BLM—Assess (Japan) Hidden Flower: E; BLM—Generous to a Fault(Mexico) Lost in Time: DR 8–11, 12–13, 14–17, 18–19; V; BLM—Assess; E; BLM—Staying Focused(Nepal) The Wishing Shell: BR; DRpp. 4–5, 12–15, 18–21; V; BLM—Assess(U.S.A.) Moana Makana: BR; DR pp. 6–7, 8–11, 12–13; V; BLM—Assess

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(Ireland) Horsing Around: BR(Mexico) Hidden Heritage: BR(U.S.A.) Moana Makana: BR


(Caribbean) The Little Leaf–Leaper: BR(Japan) The Cherry Blossom Festival: C(Mexico) Hidden Heritage: C(Mexico) Where Did the Maya Go?: BR; DR pp. 4–5(Nepal) On Top of the World: BR


(Caribbean) Between Two Worlds: F(Nepal) The Wishing Shell: F


(Caribbean) The Little Leaf-Leaper: F(Japan) The Bamboo Cutter's Daughter: F


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(Caribbean) The Little Leaf-Leaper: DR pp. 6–7, 8–11; C; BLM—Assess(Japan) The Bamboo Cutter's Daughter: C; BLM—Let the Punishment Fit the Crime(Nepal) Trekking in Nepal: C; BLM—Assess; DR pp. 6–7, 14–15(Nepal) The Wishing Shell: DR pp. 16–17, 18–21(U.S.A.) In Her Stride: C; BLM—Assess; DW; E; BLM—Planning for Success


(Caribbean) Carnival Time!: C; BLM—Main Points(Nepal) The Wishing Shell: DR pp. 4–5, 6–9(U.S.A.) Synchro Swans: C

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(Caribbean) Carnival Time!: DRpp. 20–23(Ireland) Horsing Around: C; BLM—Assess; DR pp. 6–9(Japan) The Cherry Blossom Festival: C(Mexico) Hidden Heritage: DR pp. 6–9, 16–17; C; BLM—Assess(U.S.A.) In Her Stride: DR pp. 12–15; C; BLM—Assess(Vietnam) The Secret Soldier: DW

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(Caribbean) Carnival Time!: DRpp. 14–15(Caribbean) The Little Leaf-Leaper: DR pp. 14–15, 20–21, 22–23; C; BLM—Assess(Ireland) Horsing Around: DR pp. 4–5, 10–11, 14–15, 22–23; BLM—Assess(Ireland) The Leather Boat: C(Mexico) Hidden Heritage: DR pp. 4–5, 10–11, 12–13, 18–21; C; BLM—Assess(Mexico) Lost in Time: C;BLM—In His Own Words(Nepal) Trekking in Nepal: DR pp. 4–5, 16–19, 20–21; C; BLM—Assess(U.S.A.) In Her Stride: DR pp. 4–5, 8–9, 16–19, 22–23; C; BLM—Assess


(Ireland) Horsing Around: BR (Ireland) Fair, Brown, and Trembling: BR; DR pp. 18–20; C;BLM—Cinderella Stories


(Caribbean) Between Two Worlds: C(Ireland) The Leather Boat: C(Vietnam) Warrior Queens: C

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(Ireland) The Leather Boat: C(Japan) Hidden Flower: C; BLM—Assess(Mexico) Lost in Time: C;BLM—In His Own Words(U.S.A.) Moana Makana: C;BLM—Kei's Choices


(Caribbean) Carnival Time!: C; BLM—Main Points(Caribbean) Between Two Worlds: C(Ireland) Fair, Brown, and Trembling: C: BLM—Cinderella Stories; DW(Japan) The Cherry Blossom Festival: C(Japan) The Bamboo Cutter's Daughter: C; BLM—Let the Punishment Fit the Crime(Nepal) Trekking in Nepal: C

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(Caribbean) Carnival Time!: E(Ireland) Horsing Around: E;BLM—It's Worth It(Ireland) The Leather Boat: C(Japan) The Bamboo Cutter's Daughter: E; BLM—Good Intentions(Mexico) Lost in Time: E(Nepal) The Wishing Shell: E; BLM—Concern for Others(Vietnam) The Secret Soldier: E


(Caribbean) Carnival Time!: DW(Caribbean) Between Two Worlds: DW(Japan) The Bamboo Cutter's Daughter: DW(Nepal) The Wishing Shell: E; BLM—Concern for Others(Nepal) On Top of the World: C; BLM—An Interview with Tenzing; DW(Vietnam) The Secret Soldier: E;BLM—It Can Be Done


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(Caribbean) Carnival Time!: E(Japan) The Bamboo Cutter's Daughter: E; BLM—Good Intentions(Nepal) The Wishing Shell: E; BLM—Concern for Others(U.S.A.) Synchro Swans: DW; BLM—A Special Person; E; BLM—For the Good of the Team


(Caribbean) Between Two Worlds: C(Ireland) Horsing Around: BR; E; BLM—It's Worth It(Japan) The Bamboo Cutter's Daughter: C; BLM—Let the Punishment Fit the Crime; E(Japan) Hidden Flower: C

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Knowledge and Skills WorldScapes Title(s)(A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here?"

(U.S.A.) Moana Makana: DR pp. 12–13(U.S.A.) In Her Stride: DR pp. 16–19, 20–21(Vietnam) The Secret Soldier: DRpp. 18–21

(B) recognize that authors organize information in specific ways

(Caribbean) Between Two Worlds: F; BR(Japan) The Cherry Blossom Festival: DR pp. 6–7(Mexico) Hidden Heritage: C(Nepal) Trekking in Nepal: DRpp. 14–15; C; BLM—Assess(Nepal) On Top of the World: BR(U.S.A.) Synchro Swans: DR pp. 12–13

(C) identify the purposes of different types of texts such as to inform, influence, express, or entertain

(Nepal) Trekking in Nepal: C(U.S.A.) Moana Makana: BR(U.S.A.) In Her Stride: BR(Vietnam) The Secret Soldier: BR


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(D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry

(Caribbean) Between Two Worlds: F; BR(Ireland) Horsing Around: DW(Ireland) Fair, Brown, and Trembling: F; BR; DR pp. 4–5, 14–15; V(U.S.A.) In Her Stride: BR(Vietnam) Warrior Queens: BR

(E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variant

(Vietnam) The Secret Soldier: BR; DR

(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)

(Ireland) Fair, Brown, and Trembling: DR pp. 21–23(Mexico) Hidden Heritage: C(U.S.A.) Synchro Swans: DR pp. 12–13(U.S.A.) Moana Makana: DR pp. 12–13, 14–17(Vietnam) The Secret Soldier: BR

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(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

(Caribbean) Between Two Worlds: F; BR(Ireland) Horsing Around: DW(Ireland) Fair, Brown, and Trembling: F; BR; DR pp. 4–5, 14–15; V(Japan) The Bamboo Cutter's Daughter: BR(U.S.A.) In Her Stride: BR

(H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo

(Caribbean) Between Two Worlds: F; BR(Japan) The Bamboo Cutter's Daughter: C; BLM—Let the Punishment Fit the Crime(Mexico) Where Did the Maya Go?: C(Nepal) The Wishing Shell: DW(U.S.A.) Moana Makana: C;BLM—Kei's Choices(U.S.A.) In Her Stride: DR pp. 4–5, 6–7, 8–9, 10–11, 12–15, 16–19, 20–21(Vietnam) The Secret Soldier: C

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(I) recognize and analyze story plot, setting, and problem resolution

(Ireland) Fair, Brown, and Trembling: F; C; BLM—Cinderella Stories(Nepal) The Wishing Shell: BR; C(U.S.A.) Moana Makana: C;BLM—Kei's Choices(Vietnam) The Secret Soldier: DRpp. 4–5, 6–7, 12–15, 22–23

(J) describe how the author's perspective or point of view affects the text

(Mexico) Hidden Heritage: C

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Knowledge and Skills WorldScapes Title(s)(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

(Caribbean) Carnival Time!: BR(Nepal) On Top of the World: V; DRpp. 4–5

(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions

(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


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(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 (H) use compiled information and knowledge to raise additional, unanswered questions

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Knowledge and Skills WorldScapes Title(s)(A) compare text events with his/her own and other readers' experiences

(Caribbean) The Little Leaf-Leaper: DR pp. 12–13(Japan) The Cherry Blossom Festival: DW; BLM—Children's Day Outline(Japan) Hidden Flower: C(Mexico) Hidden Heritage: DW; BLM—Playing the Game(Vietnam) Best of Both Worlds: DRpp. 6–7, 8–9; C; BLM—Here and There


(Caribbean) Carnival Time!: E; DRpp. 10–11, 12–13, 16–17, 18–19, 20–23(Japan) Hidden Flower: C(Mexico) Hidden Heritage: DW(Nepal) Trekking in Nepal: E(Vietnam) Best of Both Worlds: BR; DR pp. 6–7, 8–9, 10–13, 14–15, 116–17, 18–19,20–21, 22–23(Vietnam) Warrior Queens: DR pp. 4–23


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(Caribbean) Carnival Time!: E; BLM—For Better or Worse(Caribbean) The Little Leaf–Leaper: E; BLM—Thinking It Through(Japan) The Cherry Blossom Festival: BR; DW; BLM—Children's Day Outline; E(Mexico) Hidden Heritage: DW(Nepal) Trekking in Nepal: E; BLM—Something to Value(Nepal) On Top of the World: E(U.S.A.) Moana Makana: E;BLM—The Best Policy(Vietnam) Best of Both Worlds: DRpp. 4–5, 22–23; E; BLM—Not So Different

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(Caribbean) Between Two Worlds: E; BLM—Being Successful(Japan) The Cherry Blossom Festival: E; BLM—My Best Friend(Japan) Hidden Flower: DW(U.S.A.) Moana Makana: DW(Vietnam) Warrior Queens: E; BLM—Bravery Takes Many Forms


(Mexico) Hidden Heritage: E; BLM—When I Was Your Age . . .(Mexico) Lost in Time: DW


(Caribbean) The Little Leaf-Leaper: DW(Ireland) The Leather Boat: DW; BLM—Making News(Nepal) Trekking in Nepal: DW(Nepal) On Top of the World: DW(Vietnam) Best of Both Worlds: DW


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(Ireland) Horsing Around: DW(Ireland) Fair, Brown, and Trembling: DW(Nepal) The Wishing Shell: DW; Three Wishes

(E) exhibit an identifiable voice in personal narratives and in stories

(Japan) Hidden Flower: DW(Mexico) Where Did the Maya Go?: DW(Nepal) Trekking in Nepal: DW(U.S.A.) In Her Stride: DW

(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions

(Caribbean) Between Two Worlds: DW(Japan) Hidden Flower: DW(Mexico) Where Did the Maya Go?: DW(Nepal) Trekking in Nepal: DW(U.S.A.) In Her Stride: DW(Vietnam) Best of Both Worlds: DW

(G) use literary devices effectively such as suspense, dialogue, and figurative language

(Caribbean) Carnival Time!: DW

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(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation

(Mexico) Where Did the Maya Go?: F(Nepal) On Top of the World: DW(U.S.A.) Moana Makana: DW(Vietnam) The Secret Soldier: DW


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Knowledge and Skills WorldScapes Title(s)(A) write with accurate spelling of syllable constructions, including closed, open, consonant before-le, and syllable boundary patterns

(B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un- (C) use resources to find correct spellings (D) spell accurately in final drafts


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Knowledge and Skills WorldScapes Title(s)(A) use regular and irregular plurals correctly

(B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes

(Nepal) Trekking in Nepal: V; BLM—Sentence Types


(Caribbean) Carnival Time!: V(Japan) Hidden Flower: V;BLM—Past, Present, and Future(U.S.A.) Synchro Swans: F; V


(Caribbean) The Little Leaf Leaper: F(Caribbean) Between Two Worlds: V; BLM—Classifying Adjectives(Japan) The Bamboo Cutter's Daughter: V(Nepal) The Wishing Shell: V(U.S.A.) In Her Stride: V;BLM—Good, Better, Best(Vietnam) Best of Both Worlds: V


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(Ireland) Horsing Around: V; BLM—Prepositions

(F) use conjunctions to connect ideas meaningfully

(Ireland) The Leather Boat: V

(G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's

(Vietnam) The Secret Soldier: V; BLM—Using Apostrophes

(H) write with increasing accuracy when using objective case pronouns such as "Dan cooked for you and me."

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(Ireland) The Leather Boat: DW; BLM—Making News(Vietnam) The Secret Soldier: DW








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(F) use available technology to support aspects of creating, revising, editing, and publishing t t (G) refine selected pieces frequently to "publish" for general and specific audiences





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Knowledge and Skills WorldScapes Title(s)(A) apply criteria to evaluate writing (B) respond in constructive ways to others' writings (C) evaluate how well his/her own writing achieves its purposes (D) analyze published examples as models for writing

(Ireland) The Leather Boat: DW

(E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer


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Knowledge and Skills WorldScapes Title(s)(A) frame questions to direct research(B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer

(C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (E) present information in various forms using available technology

(F) evaluate his/her own research and raise new questions for further investigation


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(Vietnam) The Secret Soldier: DRpp. 4–5, 12–15, 22–23


(Nepal) On Top of the World: DRpp. 4–5, 8–9, 22–23(Japan) Hidden Flower: DR pp. 4–5, 22–23; C; BLM—Assess(U.S.A.) In Her Stride: DR pp. 4–5(Vietnam) Warrior Queens: DW; BLM—My Family History



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(Caribbean) The Little Leaf–Leaper: DR pp. 4–5, 8–11, 20–21, 22–23(Ireland) Fair, Brown, and Trembling: DR pp. 4–5, 16–17, 21–23(Japan) The Cherry Blossom Festival: DR pp. 16–17, 20–23(Japan) The Bamboo Cutter's Daughter: DR pp. 4–7, 8–9, 14–17, 30–31(Vietnam) Best of Both Worlds: F

(B) compare and contrast print, visual, and electronic media such as film with written story


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(Ireland) The Leather Boat: DW; BLM—Making News(Vietnam) Best of Both Worlds: DW(Vietnam) The Secret Soldier: DW(Vietnam) Warrior Queens: DW

(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports


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(Cambodia) The Monsoon Makers: F, BR(Cambodia) Back to Year Zero: F; BR(France) Behind Castle Walls: F; BR(U.S.A.) Wilderness Challenge: F(U.S.A.) The Adventures of Audubon: F


(Cambodia) The Monsoon Makers: F, BR(Cambodia) Back to Year Zero: F; BR

(D) listen to learn by taking notes, organizing, and summarizing spoken ideas

(Cambodia) Back to Year Zero: F; BR





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(Egypt) Queen of Egypt: DW(U.S.A.) The Adventures of Audubon: DW







(E) compare his/her own perception of a spoken message with the perception of others


(F) evaluate a spoken message in terms of its content, credibility, and delivery



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Knowledge and Skills WorldScapes Title(s)(A) listen to proficient, fluent modelsof oral reading, including selections from classic and contemporary works

(Brazil) School on Stilts: F(Cambodia) The Monsoon Makers: F(Egypt) Cairo by Camel: F(Scotland) Tee Off: F(U.S.A.) Wilderness Challenge: F(U.S.A.) The Adventures of Audubon: F

(C) analyze the use of aesthetic language for its effects

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

(F) evaluate a spoken message in terms of its content, credibility, and delivery


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(Egypt) Matt's Cairo Caper: BR; E(Turkey) International Children's Day: BR(U.S.A.) Wilderness Challenge: BR


(Cambodia) The Monsoon Makers: DR pp. 6–9


(Scotland) Tee Off: DR pp. 14–15, 16–17, 18–21(Scotland) Escape from the Tower: BR; DR pp. 4–5, 17–21, 24–26

(4) Listening/speaking/culture. The student listens and speaks to gain and to share knowledge of his/her own culture, the culture of others, and the common elements of cultures.

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Knowledge and Skills WorldScapes Title(s)(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information

(Egypt) Queen of Egypt: C;BLM—An Interview with Cleopatra(France) A Brilliant Mind: DW;BLM—On the Scene

(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate

(Turkey) The Sultan's Challenge: F

(D) generate criteria to evaluate his/her own oral presentations and the presentations of others (E) use effective rate, volume, pitch, and tone for the audience and setting




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Knowledge and Skills WorldScapes Title(s)(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

(Cambodia) Fields of Hope: DR pp. 16–17, 22–23(Egypt) Matt's Cairo Caper: DR pp. 28–33


(France) Behind Castle Walls: C; BLM—My Castle Glossary


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(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader)



(Brazil) The White Jaguar: F; BLM—Assess(Cambodia) Fields of Hope: F; BLM—Assess(France) Behind Castle Walls: F; BLM—Assess(Scotland) Escape from the Tower: F; BLM—Assess(Turkey) Father Turk: F; BLM—Assess(U.S.A.) Rescue at Red Rock: F; BLM—Assess


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(Egypt) Matt's Cairo Caper: F(Egypt) Queen of Egypt: F; BLM—Assess(Turkey) Father Turk: F


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

(F) read silently with increasing ease for longer periods

(Egypt) Matt's Cairo Caper: DR(Scotland) Escape from the Tower: DR(U.S.A.) Rescue at Red Rock: DR

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The WorldScapes grade six text collection features both contemporary and traditional fiction.

(B) select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure

(Brazil) The White Jaguar— contemporary(Cambodia) The Monsoon Makers— contemporary(Egypt) Matt's Cairo Caper— contemporary(Turkey) The Sultan's Challenge— traditional(U.S.A.) Rescue at Red Rock— contemporary


(Brazil) The Greatest Player: BR; DR(Egypt) Matt's Cairo Caper; BR; DR(France) Behind Castle Walls: BR; DR(Scotland) Escape from the Tower: C(Turkey) The Sultan's Challenge: F

(D) read to take action such as to complete forms, make informed recommendations, and write a response

(Egypt) Queen of Egypt: C;BLM—An Interview with Cleopatra(France) The Man in the Iron Mask: DW(France) A Brilliant Mind: DW;BLM—On the Scene(Scotland) Escape from the Tower: C; BLM—Escaping from the Tower


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(Turkey) The Sultan's Challenge: F(U.S.A.) Rescue at Red Rock: F

(B) draw on experiences to bring meanings to words in context such as interpreting idioms, multiple-meaning words, and analogies

(Brazil) The White Jaguar: DR pp. 6–7(Cambodia) The Monsoon Makers: V;DR pp. 17–21(Cambodia) Back to Year Zero: V(France) The Man in the Iron Mask: V; BLM—Multifunction Words(Scotland) Tee Off: DR pp. 6, 14–15(Scotland) Escape from the Tower: V(U.S.A.) Wilderness Challenge: V(U.S.A.) Rescue at Red Rock: V

(C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage

(Scotland) Tee Off: DR pp. 10–13


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(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-

(Brazil) The White Jaguar: DR pp. 18–19(Cambodia) The Monsoon Makers:DR pp. 14–16(France) Behind Castle Walls:DR pp. 4–5, 20–21(France) A Brilliant Mind: V(Turkey) International Children's Day: DR pp. 6–7(Turkey) Father Turk: DR pp. 12–13, 14–17


(Brazil) The Greatest Player: DR pp. 6–9, 14–15, 18–21; V; BLM—Assess(Cambodia) DR pp. 4–5, 14–16, 17–21; V;BLM—Assess(Egypt) Matt's Cairo Caper: DR pp. 4–7, 8–11, 12–17, 19–21, 38–45; V; BLM—Assess(France) A Brilliant Mind: DR pp. 10–11, 14–15; V; BLM—Assess(Scotland) Tee Off: DR pp. 6, 7–9, 10–13, 14–15, 16–17; V; BLM—Assess(Turkey) That's What Friends Are For:DR pp. 4–5, 6–7, 8–9; V; BLM—Assess(U.S.A.) Wilderness Challenge:DR pp. 6–9, 16–17, 20–23; V;BLM—Assess

(F) distinguish denotative and connotative meanings

(Brazil) The White Jaguar: BR;DR pp. 20–25

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(G) use word origins as an aid to understanding historical influences on English word meanings

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(Brazil) The Greatest Player: BR(Scotland) Tee Off: BR(Scotland) An Inventor's Vision: BR(U.S.A.) Wilderness Challenge: BR(U.S.A.) Rescue at Red Rock: BR


(Brazil) School on Stilts: BR(Cambodia) Back to Year Zero: BR(Egypt) Queen of Egypt: BR(France) The Man in the Iron Mask: F; BR(Turkey) The Sultan's Challenge: F


(France) The Man in the Iron Mask: F


(Brazil) The White Jaguar: BR(Cambodia) The Monsoon Makers: F


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(Cambodia) Back to Year Zero: C; BLM—Assess(Scotland) Tee Off: C; DR pp. 6, 18–21(Scotland) An Inventor's Vision:DR pp. 10–11, 12–15; C; BLM—Assess(U.S.A.) The Adventures of Audubon: DR pp. 16–21; C; BLM—Assess


(France) A Brilliant Mind: C


(Brazil) School on Stilts: DW; BLM—Comparing Schools; DR pp. 6–9, 18–21; C; BLM—Assess(Brazil) The White Jaguar: C(Egypt) Cairo by Camel:DR pp. 6–9,16–19; BLM—Assess(France) Behind Castle Walls:DR pp. 6–9, 20–21(Scotland) Tee Off: C(Turkey) International Children's Day: C

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(Brazil) School on Stilts: C; BLM—Assess(Brazil) The Greatest Player: C; BLM—Pele Responds(Cambodia) Back to Year Zero: C; BLM—Assess(Egypt) Cairo by Camel: DR pp. 4–5,6—9; C; BLM—Assess(France) Behind Castle Walls:DR pp. 14–15(France) The Man in the Iron Mask:DR pp. 4–7; BLM—Assess(Scotland) An Inventor's Vision:DR pp. 4–5, 6–9; C; BLM—Assess(Turkey) The Sultan's Challenge:DR pp. 44–7, 8–11; C; BLM—Assess(U.S.A.) The Adventures of Audubon: DR pp. 4–5, 6–9; C; BLM—Assess


(Egypt) Cairo by Camel: BR(Scotland) Escape from the Tower: BR(Turkey) The Sultan's Challenge:DR pp. 12–18; C; BLM—Assess


(Egypt) Cairo by Camel: DR pp. 4–5(France) The Man in the Iron Mask: C; BLM—Assess(Scotland) An Inventor's Vision:DR pp. 16–19; C; BLM—Assess(U.S.A.) The Adventures of Audubon: C

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(Cambodia) Back to Year Zero: C(Egypt) Queen of Egypt: E(France) The Man in the Iron Mask: C; BLM—Assess(Scotland) Escape from the Tower: C; BLM—Escaping from the Tower(U.S.A.) The Adventures of Audubon: C; BLM—Assess


(Cambodia) Fields of Hope: C(Cambodia) The Monsoon Makers: C; BLM—Revealing Character(Scotland) Tee Off: C(Scotland) Escape from the Tower: C; BLM—Escaping from the Tower

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(Brazil) The White Jaguar: E(Brazil) The Greatest Player: E(Cambodia) Back to Year Zero: C(France) Behind Castle Walls: E(France) The Man in the Iron Mask: E(Scotland) Escape from the Tower: E(U.S.A.) Rescue at Red Rock: E(U.S.A.) The Adventures of Audubon: E; BLM—Demonstrating Respect


(Brazil) The Greatest Player: DW; E; BLM—Being a Team Player(Scotland) Tee Off: E;BLM—With a Little Help(U.S.A.) Wilderness Challenge: E; BLM—Behind the Scenes


(Brazil) The White Jaguar: E(Cambodia) Back to Year Zero: C(Scotland) Tee Off: E; BLM—With a Little Help(Scotland) Escape from the Tower: E; BLM—Fighting Fear(Turkey) The Sultan's Challenge: E; BLM—A Combined Effort(U.S.A.) Rescue at Red Rock: E; BLM—A True Friend Would . . .


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(Cambodia) Fields of Hope: E; BLM—Without Reward(Scotland) An Inventor's Vision: E; BLM—Count on It!

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Knowledge and Skills WorldScapes Title(s)(A) identify the purposes of different types of texts such as to inform, influence, express, or entertain

(Cambodia) Fields of Hope: BR(Scotland) Tee Off: BR(Scotland) An Inventor's Vision: BR; DR(Turkey) The Sultan's Challenge: F

(B) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry

(Cambodia) Back to Year Zero: BR(Scotland) An Inventor's Vision: BR(Turkey) The Sultan's Challenge: F; BR(Turkey) Father Turk: F; BR(U.S.A.) The Adventures of Audubon: BR

(C) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants


(D) understand and identify literary terms such as playwright, theater, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts)



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(E) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies

(Scotland) An Inventor's Vision: BR(Turkey) The Sultan's Challenge: F(Turkey) Father Turk: F; BR(U.S.A.) The Adventures of Audubon: BR

(F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo

(Cambodia) Monsoon Makers: C; BLM—Revealing Character; E(Turkey) Father Turk: C;BLM—The Great Reformer; DR pp. 6–9, 10–11, 12–13, 14–17, 22–23; E; BLM—Quality Leadership(U.S.A.) Wilderness Challenge: C; BLM—Responding to a Challenge(U.S.A.) Rescue at Red Rock: C

(G) recognize and analyze story plot, setting, and problem resolution

(Brazil) The White Jaguar; BR(Scotland) Escape from the Tower: C; BLM—Escaping from the Tower(Turkey) The Sultan's Challenge: C; BLM—Assess

(H) describe how the author's perspective or point of view affects the text

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(I) analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically

(Cambodia) Back to Year Zero: DRpp. 14–17; C; BLM—Assess(Scotland) Escape from the Tower: C(Turkey) International Children's Day: V(Turkey) The Sultan's Challenge:DR pp. 19–21; C; BLM—Assess(U.S.A.) The Adventures of Audubon: DR pp. 6–9, 10–15, 22–23; C; BLM—Assess

(J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism

(Egypt) Matt's Cairo Caper: C(Scotland) Escape from the Tower: C

(K) recognize how style, tone, and mood contribute to the effect of the text

(Scotland) Escape from the Tower: C(U.S.A.) Rescue at Red Rock: V

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Knowledge and Skills WorldScapes Title(s)(A) form and revise questions for investigations, including questions arising from readings, assignments, 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

(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 for various audiences


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(G) draw conclusions from information gathered from multiple sources (H) use compiled information and knowledge to raise additional, unanswered questions (I) present organized statements, reports, and speeches using visuals or media to support meaning, as appropriate

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Knowledge and Skills WorldScapes Title(s)(A) compare text events with his/her own and other readers' experiences

(Brazil) School on Stilts: DW; BLM—Comparing Schools; E; BLM—Your Donation Counts(Egypt) Cairo by Camel: C(France) Behind Castle Walls: E; BLM—Sharing Good Times; DRpp. 22–23


(Cambodia) Fields of Hope:DR pp. 14–15, 16–17, 18–19, 20–21, 22–23(Egypt) Cairo by Camel: C; E; BLM—Valuing Tradition; DR pp. 16–17, 12–13, 14–15, 16–17, 20–21, 22–23(France) Behind Castle Walls:DR pp. 4–5, 6–9, 14–15, 16–17, 18–19, 20–21, 22–23(Scotland) Tee Off: DR pp. 6, 14–15, 16–17, 18–21, 22–23(Turkey) International Children's Day: E


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(Cambodia) Back to Year Zero: E; BLM—Being Faithful(Egypt) Cairo by Camel: C; E; BLM—Valuing Tradition(Scotland) Tee Off: DR pp. 10–13; E; BLM—With a Little Help(Turkey) International Children's Day: E; BLM—That's What Friends Are For(Turkey) Father Turk: DR pp. 18–19

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(Brazil) The White Jaguar: E;BLM—Who Cares?(Cambodia) The Monsoon Makers: E; BLM—It's Great to Give(Egypt) Queen of Egypt: E; BLM—Planning for the Future(France) A Brilliant Mind: E; BLM—Caring for Others(Turkey) International Children's Day: DW(Turkey) Father Turk: DW


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


(Brazil) The White Jaguar: DW(Cambodia) Fields of Hope: DW(Cambodia) Back to Year Zero: DW(Egypt) Matt's Cairo Caper: DW; BLM—On the Scene(France) Behind Castle Walls: DW(Scotland) Tee Off: DW;BLM—My Favorite Individual Sport(U.S.A.) Rescue at Red Rock: DW


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

(E) select and use voice and style appropriate to audience and purpose

(Cambodia) The Monsoon Makers: DW(France) Behind Castle Walls: DW(France) The Man in the Iron Mask: DW(Turkey) International Children's Day: DW

(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, editorials, reviews, poems, presentations, narratives, reports, and instructions

(Brazil) The White Jaguar: DW(Cambodia) Fields of Hope: DW(France) Behind Castle Walls: DW(Turkey) The Sultan's Challenge: DW(U.S.A.) Wilderness Challenge: DW; BLM—A Successful Outing

(G) use literary devices effectively such as suspense, dialogue, and figurative language


(H) produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording

(Cambodia) The Monsoon Makers: DW(Egypt) Matt's Cairo Caper: DW; BLM—On the Scene(Scotland) Escape from the Tower: DW

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(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation

(France) Behind Castle Walls: DW(Turkey) International Children's Day: F

(C) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns

(D) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un-

(E) use resources to find correct spellings (F) spell accurately in final drafts


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(G) understand the influence of other languages and cultures on the spelling of English words

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Knowledge and Skills WorldScapes Title(s)(A) use regular and irregular plurals correctly (B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes

(Brazil) The Greatest Player: V


(Egypt) Queen of Egypt: V(France) A Brilliant Mind: V(Scotland) Tee Off: V(Scotland) An Inventor's Vision: V; BLM—Verb Replacements(Turkey) The Sultan's Challenge: V; BLM—Nouns in Disguise


(Egypt) Cairo by Camel: V;BLM—Three Degrees(Egypt) Matt's Cairo Caper: V(France) Behind Castle Walls: V(Turkey) The Sultan's Challenge: V; BLM—Nouns in Disguise(U.S.A.) The Adventures of Audubon: V; BLM—To Coin a Phrase



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(F) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech

(G) use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive

(Scotland) Tee Off: F(Turkey) Father Turk: V

(H) write with increasing accuracy when using apostrophes in contractions such as doesn't and possessives such as Maria's

(Cambodia) Fields of Hope: V; BLM—Ownership

(I) write with increasing accuracy when using pronoun case such as "He and they joined him."

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(F) use available technology to support aspects of creating, revising, editing, and publishing texts (G) refine selected pieces frequently to "publish" for general and specific audiences





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Knowledge and Skills WorldScapes Title(s)(A) apply criteria to evaluate writing (B) respond in constructive ways to others' writings (C) evaluate how well his/her own writing achieves its purposes

(D) analyze published examples as models for writing

(Egypt) Matt's Cairo Caper: DW

(E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer


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Knowledge and Skills WorldScapes Title(s)(A) frame questions to direct research(B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer

(Turkey) International Children's Day: DW

(C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches

(D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (E) present information in various forms using available technology (F) evaluate his/her own research and raise new questions for further investigation (G) follow accepted formats for writing research, including documenting sources


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(Scotland) Escape from the Tower: DW(Turkey) International Children's Day: DW; BLM—Children's Charter



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(Cambodia) The Monsoon Makers:DR pp. 6–9, 10–12, 26–29, 30–31(Egypt) Cairo by Camel: DR pp. 16–17, 22–23


(Brazil) School on Stilts: DR pp. 14–15; C; BLM—Assess(Brazil) The Greatest Player: DR pp. 4–5(Cambodia) Back to Year Zero:DR pp. 4–5; C; BLM—Assess(Egypt) Cairo by Camel: DR pp. 14–15(Egypt) Queen of Egypt: DR pp. 4–5(Scotland) An Inventor's Vision: DRpp. 4–5; C; BLM—Assess(Turkey) Father Turk: DR pp. 4–5(U.S.A.) The Adventures of Audubon: DR pp. 4–5; C; BLM—Assess



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(Brazil) The White Jaguar: DR pp. 4–5, 30–31(Cambodia) Fields of Hope: F;DR pp. 6–7, 8–9(Egypt) Queen of Egypt: DR pp. 12–13, 16–19, 21(Scotland) Tee Off: DR pp. 4–5, 10,13(Turkey) That's What Friends Are For:DR pp. 10–13, 14–15, 16–17, 20–23(Turkey) Father Turk: DR pp. 6–9, 10–11(U.S.A.) The Adventures of Audubon: DR pp. 14–15, 16–17, 20–21, 22–23

(B) compare and contrast print, visual, and electronic media such as film with written story (C) evaluate the purposes and effects of varying media such as film, print, and technology presentations (D) evaluate how different media forms influence and inform

(Scotland) An Inventor's Vision: BR


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(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (C) assess how language, medium, and presentation contribute to the message


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Documents

WorldScapes Texas GR 3, 4, 5, 6...features nonfiction photo essay, fiction, and biography texts. (C) read to accomplish various purposes, both assigned and self-selected (Arctic) Mush,