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Senate in Support of a Declaration of Conscience.” ...... 170 King, Jr., Martin Luther. “Letter from Birmingham Jail.” .................................................................. 172 King, Jr. , Martin Luther. “I Have a Dream: Address Delivered at the March on Washington, D.C., for Civil Rights on August 28, 1963.” ........................................................ 173 Angelou, Maya. I Know Why the Caged Bird Sings . ......................................................................... 173 Wiesel, Elie. “Hope, Despair and Memory.” .................................................................................... 173 Reagan, Ronald. “Speech at Moscow State University.” ................................................................. 174 Quindlen, Anna. “A Quilt of a Country.” .......................................................................................... 175 ## Sample Performance Tasks for Informational Texts: English Language Arts ..................... 176 ## Informational Texts: History/Social Studies .................................................................... 176 Brown, Dee. Bury My Heart at Wounded Knee: An Indian History of the American West . ............. 176 Connell, Evan S. Son of the Morning Star: Custer and the Little Bighorn . ........................................ 177 Gombrich, E. H. The Story of Art, 16th Edition . ................................................................................ 177 Kurlansky, Mark. Cod: A Biography of the Fish That Changed the World . ....................................... 178 Haskins, Jim. Black, Blue and Gray: African Americans in the Civil War . ......................................... 178 Dash, Joan. The Longitude Prize . ...................................................................................................... 179 Thompson, Wendy. The Illustrated Book of Great Composers . ....................................................... 180 Mann, Charles C. Before Columbus: The Americas of 1491 . ............................................................ 181 ## Informational Texts: Science, Mathematics, and Technical Subjects ............................... 181 Euclid. Elements . .............................................................................................................................. 181 Cannon, Annie J. “Classifying the Stars.” ......................................................................................... 184 Bronowski, Jacob, and Millicent Selsam. Biography of an Atom . .................................................... 184 Walker, Jearl. “Amusement Park Physics.” ...................................................................................... 185 Preston, Richard. The Hot Zone: A Terrifying True Story . ................................................................. 185 Devlin, Keith. Life by the Numbers . .................................................................................................. 186 Hoose, Phillip. The Race to Save Lord God Bird ................................................................................ 186 Hakim, Joy. The Story of Science: Newton at the Center .................................................................. 186 APPENDIX B 11 >
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OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Nicastro, Nicholas. Circumference: Eratosthenes and the Ancient Quest to Measure the Globe . ... 187 U.S. Environmental Protection Agency/U.S. Department of Energy. Recommended Levels of Insulation . .................................................................................................................................... 187 ## Sample Performance Tasks for Informational Texts: History/Social Studies & Science, Mathematics, and Technical Subjects ......................... 189 ## Grades 11 –CCR Text Exemplars ...........................................................................................189 ## Stories ........................................................................................................................... 189 Chaucer, Geoffrey. The Canterbury Tales . ...................................................................................... 189 Cervantes Saavedra, Miguel de. Don Quixote: The Ormsby Translation, Revised Backgrounds and Sources Criticism . ......................................................................................................................... 190 Austen, Jane. Pride and Prejudice . ................................................................................................... 193 Poe, Edgar Allan. “The Cask of Amontillado.” .................................................................................. 195 Brontë, Charlotte. Jane Eyre . ........................................................................................................... 196 Hawthorne, Nathaniel. The Scarlet Letter: A Romance ................................................................. ... 197 Dostoevsky, Fyodor. Crime and Punishment .................................................................................... 198 Jewett, Sarah Orne. “A White Heron.” ............................................................................................. 199 Melville, Herman. Billy Budd, Sailor . ................................................................................................ 201 Chekhov, Anton. “Home.” ................................................................................................................ 201 Fitzgerald, F. Scott. The Great Gatsby . ............................................................................................. 203 Faulkner, William. As I Lay Dying . .................................................................................................... 204 Hemingway, Ernest. A Farewell to Arms . ......................................................................................... 205 Hurston, Zora Neale. Their Eyes Were Watching God . .................................................................... 205 Borges, Jorge Luis. “The Garden of Forking Paths.” ......................................................................... 206 Bellow, Saul. The Adventures of Augie March . ................................................................................ 206 Morrison, Toni. The Bluest Eye . ........................................................................................................ 207 Garcia, Cristina. Dreaming in Cuban . ............................................................................................... 208 Lahiri, Jhumpa. The Namesake ......................................................................................................... 208 ## Drama ........................................................................................................................... 209 Shakespeare, William. The Tragedy of Hamlet . ............................................................................... 209 Molière, Jean-Baptiste Poquelin. Tartuffe . ...................................................................................... 210 Wilde, Oscar. The Importance of Being Earnest ............................................................................... 211 Wilder, Thornton. Our Town: A Play in Three Acts . ......................................................................... 213 Miller, Arthur. Death of a Salesman ................................................................................................. 214 Hansberry, Lorraine. A Raisin in the Sun .
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Tan, Amy. “Mother Tongue.” ........................................................................................................... 235 Anaya, Rudolfo. “Take the Tortillas Out of Your Poetry.” ................................................................ 235 ## Sample Performance Tasks for Informational Texts: English Language Arts ..................... 236 ## Informational Texts: History/Social Studies .................................................................... 236 Tocqueville, Alexis de. Democracy in America . ................................................................................ 236 Declaration of Sentiments by the Seneca Falls Conference. ............................................................ 237 Douglass, Frederick. “What to the Slave Is the Fourth of July?: An Address Delivered in Rochester, New York, on 5 July 1852.” ................................................ 239 An American Primer ......................................................................................................................... 242 Lagemann, Ellen Condliffe. “Education.” ......................................................................................... 242 McPherson, James M. What They Fought For 1861 –1865 . ............................................................. 242 The American Reader: Words that Moved a Nation, 2nd Edition. ................................................... 242 Amar, Akhil Reed. America’s Constitution: A Biography . ................................................................. 243 McCullough, David. 1776 . ................................................................................................................ 243 Bell, Julian. Mirror of the World: A New History of Art . ................................................................... 244 FedViews by the Federal Reserve Bank of San Francisco. ................................................................ 244 ## Informational Texts: Science, Mathematics, and Technical Subjects ............................... 247 Paulos, John Allen. Innumeracy: Mathematical Illiteracy and Its Consequences . ........................... 247 Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference . ................... 247 Tyson, Neil deGrasse. “Gravity in Reverse: The Tale of Albert Einstein’s ‘Greatest Blunder.’” ....... 247 Calishain, Tara, and Rael Dornfest. Google Hacks: Tips & Tools for Smarter Searching, 2nd Edition ...................................................................................................................................................... 248 Kane, Gordon. “The Mysteries of Mass.” ......................................................................................... 249 Fischetti, Mark. “Working Knowledge: Electronic Stability Control.” .............................................. 250 U.S. General Services Administration. Executive Order 13423: Strengthening Federal Environmental, Energy, and Transportation Management. ................... 250 APPENDIX B 13 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Ku rzweil, Ray. “The Coming Merger of Mind and Machine.” .......................................................... 252 Gibbs, W. Wayt. “Untangling the Roots of
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Cancer.” ........................................................................ 252 Gawande, Atul. “The Cost Conundrum: Health Care Costs in McAllen, Texas.” .............................. 253 ## Sample Performance Tasks for Informational Texts: History/Social Studies & Science, Mathematics, and Technical Subjects ......................... 253 APPENDIX B 14 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects # K–1 Text Exemplars # Stories Minarik, Else Holmelund. Little Bear . Illustrated by Maurice Sendak. New York: HarperCollins, 1957. (1957) From “Birthday Soup” “Mother Bear, Mother Bear, Where are you?” calls Little Bear. “Oh, dear, Mother Bear is not here, and today is my birthday. “I think my friends will come, but I do not see a birthday cake. My goodness – no birthday cake. What can I do? The pot is by the fire. The water in the pot is hot. If I put something in the water, I can make Birthday Soup. All my friends like soup. Let me see what we have. We have carrots and potatoes, peas and tomatoes; I can make soup with carrots, potatoes, peas and tomatoes.” So Little Bear begins to make soup in the big black pot. First, Hen comes in. “Happy Birthday, Little Bear,” she says. “Thank you, Hen,” says Little Bear. Hen says, “My! Something smells good here. Is it in the big black pot?” “Yes,” says Little Bear, “I am making Birthday Soup. Will you stay and have some?” “Oh, yes, thank you,” says Hen. And she sits down to wait. Next, Duck comes in. “Happy Birthday, Little bear,” says Duck. “My, something smells good. Is it in the big black pot?” “Thank you, Duck,” says Little Bear. “Yes, I am making Birthday Soup. Will you s tay and have some with us?” “Thank you, yes, thank you,” says Duck. And she
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sits down to wait. Next, Cat comes in. “Happy Birthday, Little Bear,” he says. “Thank you, Cat,” says Little Bear. “I hope you like Birthday Soup. I am making Birthday Soup.” Cat says, “Can you really cook? If you can really make it, I will eat it.” APPENDIX B 15 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects “Good,” says Little Bear. “The Birthday Soup is hot, so we must eat it now. We cannot wait for Mother Bear. I do not know where she is.” “Now, here is some soup for you, Hen,” says Little Bear. “And here is some soup for you, Duck, and here is some soup for you, Cat, and here is some soup for me. Now we can all have some Birthday Soup.” Cat sees Mother Bear at the door, and says, “Wait, Little Bear. Do not eat yet. Shut your eyes, and say one, two, three.” Little Bear shuts his eyes and says, “One, two, three.” Mother Bear comes in with a big cake. “Now, look,” says Cat. “Oh, Mother Bear,” says Little Bear, “what a big beautiful Birthday Cake! Birthday Soup is good t o eat, but not as good as Birthday Cake. I am so happy you did not forget.” “Yes, Happy Birthday, Little Bear!” says Mother Bear. “This Birthday Cake is a surprise for you. I never did forget your birthday, and I never will.” TEXT COPYRIGHT © 1957 BY ELSE HOLMELUND MINARIK. ILLUSTRATIONS COPYRIGHT © 1957 BY MAURICE SENDAK. Used by permission of HarperCollins Publishers. Eastman, P. D. Are You My Mother? New York: Random House, 1960. (1960) A mother bird sat on her egg. The egg jumped. “Oh oh!” said the mother bird. “My baby will be
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here! He will want to eat.” “I must get something for my baby bird to eat!” she said. “I will be back!” So away she went. From ARE YOU MY MOTHER? by P. D. Eastman, copyright © 1960 by P. D. Eastman. Copyright renewed 1988 by Mary L. Eastman. Used by permission of Random House Children's Books, a division of Random House, Inc . Seuss, Dr. Green Eggs and Ham . New York: Random House, 1960. (1960) APPENDIX B 16 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Lopshire, Robert. Put Me in the Zoo . New York: Random House, 1960. (1960) I will go into the zoo. I want to see it. Yes, I do. I would like to live this way. This is where I want to stay. Will you keep me in the zoo? I want to stay in here with you. From PUT ME IN THE ZOO by Robert Lopshire, copyright © 1960, renewed 1988 by Robert Lopshire. Used by permission of Random House Children's Books, a division of Random House, Inc. All rights reserved. Any additional use of this text, such as for classroom use or curriculum development, requires independent permission from Random House, Inc. Mayer, Mercer. A Boy, a Dog and a Frog . New York: Dial, 2003. (1967) This is a wordless book appropriate for kindergarten. Lobel, Arnold. Frog and Toad Together . New York: HarperCollins, 1971. (1971) From “The Garden” Frog was in his garden. Toad came walking by. “What a fine garden you have, Frog,” he said. “Yes,” said Frog. “It is very nice, but it was hard work.” “I wish I had a garden,” said Toad. “Here are some flower seeds. Plant them in the ground,” said Frog,
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“and soon you will have a garden.” “How soon?” asked Toad. “Quite soon,” said Frog. Toad ran home. He planted the flower seeds. “Now seeds,” said Toad, “start growing.” Toad walked up and down a few times. The seeds did not start to grow. Toad put his head close to the ground and said loudly, “Now seeds, start growing!” Toad looked at the ground again. The seeds did not start to grow. Toad put his head very close to the ground and shouted, “NOW SEEDS, START GROWING!” APPENDIX B 17 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Frog came running up the p ath. “What is all this noise?” he asked. “My seeds will not grow,” said Toad. “You are shouting too much,” said Frog. “These poor seeds are afraid to grow.” “My seeds are afraid to grow?” asked Toad. “Of course,” said Frog. “Leave them alone for a fe w days. Let the sun shine on them, let the rain fall on them. Soon your seeds will start to grow.” That night, Toad looked out of his window. “Drat!” said Toad. “My seeds have not started to grow. They must be afraid of the dark.” Toad went out to h is garden with some candles. “I will read the seeds a story,” said Toad. “Then they will not be afraid.” Toad read a long story to his seeds. All the next day Toad sang songs to his seeds. And all the next day Toad read poems to his seeds. And all the next day Toad played music for his seeds. Toad looked at the ground. The seeds still did not start to grow. “What shall I do?” cried Toad. “These must be the most frightened seeds
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in the whole world!” Then Toad felt very tired and he fell asleep. “Toad, Toad, wake up,” said Frog. “Look at your garden!” Toad looked at his garden. Little green plants were coming up out of the ground. “At last,” shouted Toad, “my seeds have stopped being afraid to grow!” “And now you will have a nice garden too,” said Frog. “Yes,” said Toad, “but you were right, Frog. It was very hard work.” TEXT COPYRIGHT © 1971, 1972 BY ARNOLD LOBEL. Used by permission of HarperCollins Publishers. Lobel, Arnold. Owl at Home . New York: HarperCollins, 1975. (1975) From “Owl and the Moon” One night Owl went down to the seashore. He sat on a large rock and looked out at the waves. Everything was dark. Then a small tip of the moon came up over the edge of the sea. Owl watched the moon. It climbed higher and higher into the sky. Soon the whole, round moon was shining. Owl sat on the rock and looked up at the moon for a long time. “If I am looking at you, moon, then you must be looking back at me. We must be very good friends.” APPENDIX B 18 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects The moon did not answer, but Owl said, “I will come back and see you again, moon. But now I must go home.” Owl walked down the path. He looked up at the sky. The moon was still there. It was following him. “No, no, moon,” said Owl. “It is kind of you to light my way. But you must stay up o ver the sea where you look so fine.” Owl walked on a little farther. He looked at
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the sky again. There was the moon coming right along with him. “Dear moon,” said Owl, “you really must not come home with me. My house is small. You would not fit throu gh the door. And I have nothing to give you for supper.” Owl kept on walking. The moon sailed after him over the tops of the trees. “Moon,” said Owl, “I think that you do not hear me.” Owl climbed to the top of a hill. He shouted as loudly as he could, “Good -bye, moon!” The moon went behind some clouds. Owl looked and looked. The moon was gone. “It is always a little sad to say good-bye to a friend,” said Owl. Owl came home. He put on his pajamas and went to bed. The room was very dark. Owl was still feeling sad. All at once, Owl’s bedroom was filled with silver light. Owl looked out of the window. The moon was coming from behind the clouds. “Moon, you have followed me all the way home. What a good, round friend you are!” said Owl. Then Owl put his head on the pillow and closed his eyes. The moon was shining down through the window. Owl did not feel sad at all. COPYRIGHT © 1975 BY ARNOLD LOBEL. Used by permission of HarperCollins Publishers. DePaola, Tomie. Pancakes for Breakfast . New York: Houghton Mifflin, 1978. (1978) This is a wordless book appropriate for kindergarten. Arnold, Tedd. Hi! Fly Guy . New York: Scholastic, 2006. (2006) From Chapter 1 A fly went flying. He was looking for something to eat —something tasty, something slimy. A boy went walking He was looking for something to catch —something smart, something for The Amazing Pet Show. They met. The boy caught the fly in a jar. “A pet!”
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He said. The fly was mad. He wanted to be free. He stomped his foot and said —Buzz! The boy was surprised. He said, “You know my name! You are the smartest pet in the world!” APPENDIX B 19 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects From HI! FLY GUY by Tedd Arnold. Scholastic Inc./Cartwheel Books. Copyright © 2005 by Tedd Arnold. Used by permission. # Poetry Anonymous. “As I Was Going to St. Ives.” The Oxford Dictionary of Nursery Rhymes . Edited by Iona and Peter Opie. Oxford: Oxford University Press, 1997. (c1800, traditional) As I was going to St. Ives, I met a man with seven wives, Each wife had seven sacks, Each sack had seven cats, Each cat had seven kits: Kits, cats, sacks, and wives, How many were there going to St. Ives? Rossetti, Christina. “Mix a Pancake.” Read-Aloud Rhymes for the Very Young . Selected by Jack Prelutsky. Illustrated by Marc Brown. New York: Knopf, 1986. (1893) Mix a pancake, Stir a pancake, Pop it in the pan; Fry the pancake, Toss the pancake — Catch it if you can. Fyleman, Rose. “Singing -Time.” Read-Aloud Rhymes for the Very Young . Selected by Jack Prelutsky. Illustrated by Marc Brown. New York: Knopf, 1986. (1919) I wake in the morning early And always, the very first thing, I poke out my head and I sit up in bed And I sing and I sing and I sing. Milne, A. A. “Halfway Down.” When We Were Very Young . Illustrated by Ernest H. Shepard. New York: Dutton, 1988. (1924) APPENDIX B 20 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Chute, Marchette.
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“Drinking Fountain.” Read-Aloud Rhymes for the Very Young . Selected by Jack Prelutsky. Illustrated by Marc Brown. New York: Knopf, 1986. (1957) When I climb up To get a drink, It doesn’t work The way you’d think. I turn it up, The water goes And hits me right Upon the nose. I turn it down To make it small And don’t get any Drink at all. From Around and About by Marchette Chute, published 1957 by E.P. Dutton. Copyright renewed by Marchette Chute, 1985. Reprinted by permission of Elizabeth Hauser. Hughes, Langston. “Poem.” The Collected Poems of Langston Hughes . New York: Knopf, 1994. (1958) Ciardi, John. “Wouldn’t You?” Read-Aloud Rhymes for the Very Young . Selected by Jack Prelutsky. Illustrated by Marc Brown. New York: Knopf, 1986. (1961) If I Could go As high And low As the wind As the wind As the wind Can blow — I’d go! COPYRIGHT © 1962 BY JOHN CIARDI. Used by permission of HarperCollins Publishers. Wright, Richard. “Laughing Boy.” Winter Poems . Selected by Barbara Rogasky. Illustrated by Trina Schart Hyman. New York: Scholastic, 1994. (1973) *Note: This poem was originally titled “In the Falling Snow.”+ APPENDIX B 21 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Greenfield, Eloise. “By Myself.” Honey, I Love, and Other Love Poems . Illustrated by Leo and Diane Dillon. New York: Crowell, 1978. (1978) Giovanni, Nikki. “Covers.” The 20 th Century Children’s Poetry Treasury . Selected by Jack Prelutsky. Illustrated by Meilo So. New York: Knopf, 1999. (1980) Glass covers windows to keep the cold away Clouds cover the sky to make a rainy day Nighttime covers all the things that creep Blankets cover me when I’m asleep COPYRIGHT © 1980 BY Nikki Giovanni.
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Used by permission. Merriam, Eve. “It Fell in the City.” Read-Aloud Rhymes for the Very Young . Selected by Jack Prelutsky. Illustrated by Marc Brown. New York: Knopf, 1986. (1985) Lopez, Alonzo. “Celebration.” Song and Dance . Selected by Lee Bennett Hopkins. Illustrated by Cheryl Munro Taylor. New York: Simon & Schuster, 1997. (1993) I shall dance tonight. When the dusk comes crawling, There will be dancing and feasting. I shall dance with the others in circles, in leaps, in stomps. Laughter and talk Will weave into the night, Among the fires of my people. Games will be played And I shall be a part of it. From WHISPERING WIND by Terry Allen, copyright © 1972 by the Institute of American Indian Arts. Used by permission of Doubleday, a division of Random House, Inc. All rights reserved. Any additional use of this text, such as for classroom use or curriculum development, requires independent permission from Random House, Inc. APPENDIX B 22 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Agee, Jon. “Two Tree Toads.” Orangutan Tongs . New York: Hyperion, 2009. (2009) A three-toed tree toad tried to tie A two-toed tree toad’s shoe. But tying two-toed shoes is hard For three-toed toads to do, Since three-toed shoes each have three toes, And two-toed shoes have two. “Please tie my two -toed tree toad shoe!” The two-toed tree toad cried. “I tried my best. Now I must go,” The three-toed tree toad sighed. The two-toed tree toad’s two -toed shoe, Alas, remained untied. From Jon Agee's Orangutan Tongs © 2009 by Jon Agee . Reprinted by Permission of Disney ∙Hyperion, an imprint of Disney Book Group LLC, All Rights Reserved. # Read-Aloud Stories Baum, L. Frank. The Wonderful
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Wizard of Oz . Illustrated by W. W. Denslow. New York: HarperCollins, 2000. (1900) From Chapter 1: “The Cyclone” Dorothy lived in the midst of the great Kansas prairies, with Uncle Henry, who was a farmer, and Aunt Em, who was the farmer’s wife. Their house was small, for the lumb er to build it had to be carried by wagon many miles. There were four walls, a floor and a roof, which made one room; and this room contained a rusty looking cookstove, a cupboard for the dishes, a table, three or four chairs, and the beds. Uncle Henry and Aunt Em had a big bed in one corner, and Dorothy a little bed in another corner. There was no garret at all, and no cellar —except a small hole dug in the ground, called a cyclone cellar, where the family could go in case one of those great whirlwinds arose, mighty enough to crush any building in its path. It was reached by a trap door in the middle of the floor, from which a ladder led down into the small, dark hole. When Dorothy stood in the doorway and looked around, she could see nothing but the great gray prairie on every side. Not a tree nor a house broke the broad sweep of flat country that reached to the edge of the sky in all directions. The sun had baked the plowed land into a gray mass, with little cracks running through it. Even the grass was not green, for the sun had burned the tops of the long blades until they were the same gray color to be seen everywhere. Once the house had been painted, but the sun blistered the paint and the rains washed it away, and now the house was as dull
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and gray as everything else. APPENDIX B 23 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects When Aunt Em came there to live she was a young, pretty wife. The sun and wind had changed her, too. They had taken the sparkle from her eyes and left them a sober gray; they had taken the red from her cheeks and lips, and they were gray also. She was thin and gaunt, and never smiled now. When Dorothy, who was an orphan, first came to her, Aunt Em had been so startled by the child’s laughter that she would scream and press her hand upon her heart whenever Dorothy’s merry voice reached he r ears; and she still looked at the little girl with wonder that she could find anything to laugh at. Uncle Henry never laughed. He worked hard from morning till night and did not know what joy was. He was gray also, from his long beard to his rough boots, and he looked stern and solemn, and rarely spoke. It was Toto that made Dorothy laugh, and saved her from growing as gray as her other surroundings. Toto was not gray; he was a little black dog, with long silky hair and small black eyes that twinkled merrily on either side of his funny, wee nose. Toto played all day long, and Dorothy played with him, and loved him dearly. Today, however, they were not playing. Uncle Henry sat upon the doorstep and looked anxiously at the sky, which was even grayer than usual. Dorothy stood in the door with Toto in her arms, and looked at the sky too. Aunt Em was washing the dishes. Wilder, Laura Ingalls. Little House in the Big Woods .
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Illustrated by Garth Williams. New York: HarperCollins, 2007. (1932) From “Two Big Bears” The Story of Pa and the Bear in the Way When I went to town yesterday with the furs I found it hard walking in the soft snow. It took me a long time to get to town, and other men with furs had come in earlier to do their trading. The storekeeper was busy, and I had to wait until he could look at my furs. Then we had to bargain about the price of each one, and then I had to pick out the things I wanted to take in trade. So it was nearly sundown before I could start home. I tried to hurry, but the walking was hard and I was tired, so I had not gone far before night came. And I was alone in the Big Woods without my gun. There were still six miles to walk, and I came along as fast as I could. The night grew darker and darker, and I wished for my gun, because I knew that some of the bears had come out of their winter dens. I had seen their tracks when I went to town in the morning. Bears are hungry and cross at this time of year; you know they have been sleeping in their dens all winter long with nothing to eat, and that makes them thin and angry when they wake up. I did not want to meet one. I hurried along as quick as I could in the dark. By and by the stars gave a little light. It was still black as pitch where the woods were thick, but in the open places I could see, dimly. I could see the snowy road APPENDIX B 24 > OREGON
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COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects ahead a little way, and I could see the dark woods standing all around me. I was glad when I came into an open place where the stars gave me this faint light. All the time I was watching, as well as I could, for bears. I was listening for the sounds they make when they go carelessly through the bushes. Then I came again into an open place, and there, right in the middle of my road, I saw a big black bear. Atwater, Richard and Florence. Mr. Poppe r’s Penguins . Illustrated by Robert Lawson. New York: Little, Brown, 1988. (1938) From Chapter 1: “Stillwater” It was an afternoon in late September. In the pleasant little city of Stillwater, Mr. Popper, the house painter was going home from work. He was carrying his buckets, his ladders, and his boards so that he had rather a hard time moving along. He was spattered here and there with paint and calcimine, and there were bits of wallpaper clinging to his hair and whiskers, for he was rather an untidy man. The children looked up from their play to smile at him as he passed, and the housewives, seeing him, said, “Oh dear, there goes Mr. Popper. I must remember to ask John to have the house painted over in the spring.” No one knew what went on inside o f Mr.Popper’s head, and no one guessed that he would one day be the most famous person in Stillwater. He was a dreamer. Even when he was busiest smoothing down the paste on the wallpaper, or painting the outside of other people’s houses, he would forget w hat he was doing. Once he
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had painted three sides of a kitchen green, and the other side yellow. The housewife, instead of being angry and making him do it over, had liked it so well that she had made him leave it that way. And all the other housewives, when they saw it, admired it too, so that pretty soon everybody in Stillwater had two-colored kitchens. The reason Mr. Popper was so absent-minded was that he was always dreaming about far-away countries. He had never been out of Stillwater. Not that he was unhappy. He had a nice little house of his own, a wife whom he loved dearly, and two children, named Janie and Bill. Still, it would have been nice, he often thought, if he could have seen something of the world before he met Mrs. Popper and settled down. He had never hunted tigers in India, or climbed the peaks of the Himalayas, or dived for pearls in the South Seas. Above all, he had never seen the Poles. Jansson, Tove. Finn Family Moomintroll. Translated by Elizabeth Portch. New York: Farrar, Straus and Giroux, 1990. (1948) From “Preface” One grey morning the first snow began to fall in the Valley of the Moomins. It fell softly and quietly, and in a few hours everything was white. APPENDIX B 25 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Moomintroll stood on his doorstep and watched the valley nestle beneat h its winter blanket. “Tonight,” he thought, “we shall settle down for our long winter’s sleep.” (All Moomintrolls go to sleep about November. This is a good idea, too if you don’t like the cold and the long winter darkness.) Shutting the door behind him, Moomintroll stole in to his mother and
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said: “The snow has come!” “I know,” said Moominmamma. “I have already made up all your beds with the warmest blankets. You’re to sleep in the little room under the eaves with Sniff.” “But Sniff snores so horribly,” said Moomintroll. “Couldn’t I sleep with Snufkin instead?” “As you like, dear,” said Moominmamma. “Sniff can sleep in the room that faces east.” So the Moomin family, their friends, and all their acquaintances began solemnly and with great ceremony to prepare for the long winter. Moominmamma laid the table for them on the verandah but they only had pine-needles for supper. (It’s important to have your tummy full of pine if you intend to sleep all the winter.) When the meal was over, and I’m afraid it didn’t taste very nice, they all said good -night to each other, rather more cheerfully than usual, and Moominmamma encouraged them to clean their teeth. Haley, Gail E. A Story, A Story. New York: Atheneum, 1970. (1970) Once, oh small children round my knee, there were no stories on earth to hear. All the stories belonged to Nyame, the Sky God. He kept them in a golden box next to his royal stool. Ananse, the Spider Man, wanted to buy the Sky God’s stories. So he spun a web up to the sky. When the Sky God heard what Ananse wanted, he laughed: “Twe, twe, twe. The price of my stories is that you bring me Osebo the leopard of-the-terrible-teeth, Mmboro the hornet who-stings-like-fire, and Mmoatia the fairy whom-men-never-see.” Ananse bowed and answered: “I shall gladly pay the price.” “Twe, twe, twe,” chuckled the Sky God. “How can a weak old man like you, so small, so small, so small, pay my price?” But Ananse merely climbed down to earth to find the things that
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the Sky God demanded. Ananse ran along the jungle path – yiridi, yiridi, yiridi – till he came to Osebo the leopard-of-the-terrible-teeth. “Oho, Ananse,” said the leopard, “you are just in time to be my lunch.” Ananse replied: “As for that, what will happen will happen. But first let us p lay the binding binding game.” APPENDIX B 26 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects The leopard, who was fond of games, asked: “How is it played?” “With vine creepers,” explained Ananse. “I will bind you by your foot and foot. Then I will untie you, and you can tie me up.” “Very well,” growled the leopa rd, who planned to eat Ananse as soon as it was his turn to bind him. So Ananse tied the leopard by his foot by his foot by his foot by his foot, with the vine creeper. Then he said: “Now, Osebo, you are ready to meet the Sky God.” And he hung the tie d leopard in a tree in the jungle. Reprinted with the permission of Atheneum Books for Young Readers, an imprint of Simon & Schuster Children's Publishing Division from A STORY, A STORY by Gail E. Haley. Copyright © 1970 by Gail E. Haley. Bang, Molly. The Paper Crane. New York: Greenwillow, 1987. (1985) A man once owned a restaurant on a busy road. He loved to cook good food and he loved to serve it. He worked from morning until night, and he was happy. But a new highway was built close by. Travelers drove straight from one place to another and no longer stopped at the restaurant. Many days went by when no guests came at all. The man became very poor, and
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had nothing to do but dust and polish his empty plates and tables. One evening a stranger came into the restaurant. His clothes were old and worn, but he had an unusual, gentle manner. Though he said he had not money to pay for food, the owner invited him to sit down. He cooked the best meal he could make and served him like a king. When the stranger had finished, he said to his host, “I cannot pay you with money, but I would like to thank you in my own way.” He picked up a paper napkin from the table and folded it into the shape of a crane. “You have only to clap your hands,” he said, “and t his bird will come to life and dance for you. Take it, and enjoy it while it is with you.” With these words the stranger left. It happened just as the stranger had said. The owner had only to clap his hands and the paper crane became a living bird, flew down to the floor, and danced. Soon word of the dancing crane spread, and people came from far and near to see the magic bird perform. The owner was happy again, for his restaurant was always full of guests. He cooked and served and had company from morning until night. APPENDIX B 27 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects The weeks passed. And the months. One evening a man came into the restaurant. His clothes were old and worn, but had an unusual, gentle manner. The owner knew him at once and was overjoyed. The stranger, however, said nothing. He took a flute from his pocket, raised it to his lips, and began
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to play. The crane flew down from its place on the shelf and danced as it had never danced before. The stranger finished playing, lowered the flute from his lips, and returned it to his pocket. He climbed on the back of the crane, and they flew out of the door and away. The restaurant still stands by the side of the road, and guests still come to eat the good food and hear the story of the gentle stranger and the magic crane made from a paper napkin. But neither the stranger nor the dancing crane has ever been seen again. TEXT COPYRIGHT © 1985 BY MOLLY BANG. USED WITH PERMISSION OF GREENWILLOW BOOKS. Young, Ed. Lon Po Po: A Red-Riding Hood Story from China . New York: Putnam, 1989. (1989) “Po Po,” Shang shouted, but there was no answer. “Po Po,” Tao shouted, but there was no answer. “Po Po,” Paotze shouted. There was still no answer. The children climbed to the branches just above the wolf and saw that he was truly dead. Then they climbed down, went into the house, closed the door, locked the door with the latch and fell peacefully asleep. On the next day their mother returned with baskets of food from their real Po Po, and the three sisters told her the story of the Po Po who had come. Copyright © 1989 Ed Young. Reprinted with permission of McIntosh & Otis, Inc. Garza, Carmen Lomas. Family Pictures. San Francisco: Children’s Book Press, 1990. (1990) From “The Fair in Reynosa” My friends and I once went to a very big fair across the border in Reynosa, Mexico. The fair lasted a whole week. Artisans and entertainers came from all over Mexico. There were lots of booths with food and crafts. This is
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one little section where everybody is ordering and eating tacos. I painted a father buying tacos and the rest of the family sitting down at the table. The little girl is the father’s favorite and that’s why she gets to tag along with him. I can always recognize little girls who are their fathers’ favorites. APPENDIX B 28 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects From “Birthday Party” That’s me hitting the piñata at my sixth birthday party. It was also my brother’s fourth birthday. My mother made a big birthday party for us and invited all kinds of friends, cousins and neighborhood kids. You can’t see the piñata when you’re trying to hit it, becau se your eyes are covered with a handkerchief. My father is pulling the rope that makes the piñata go up and down. He will make sure that everybody has a chance to hit it at least once. Somebody will end up breaking it, and that’s when all the candies will fall out and all the kids will run and try to grab them. Reprinted with permission of the publisher, Children's Book Press. Excerpts from Family Pictures/Cuadros de Familia (© 1990, 2005) by Carmen Lomas Garza. All rights reserved. Mora, Pat. Tomás and the Library Lady. Illustrated by Raúl Colón. New York: Knopf, 1997. (1997) When they got hot, they sat under a tree with Papá Grande. “Tell us the story about the man in the forest,” said Tomás. Tomás liked to listen to Papá Grande tell stories in Spanish. Papá Grande was the best storyteller in the family. “En un tiempo pasado,” Papá Grande began. “Once upon a time…on a windy night a man was riding a horse through a forest.
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The wind was howling, whoooooooo , and the leaves were blowing, whish, whish … “All of a sudden something grabbed the man. He couldn’t move. He was too scared to look around. All night long he wanted to ride away. But he couldn’t. “How the wind howled, whoooooooo . How the leaves blew. How his teeth chattered! “Finally the sun came up . Slowly the man turned around. And who do you think was holding him? Tomás smiled and said, “A thorny tree.” Papá Grande laughed. “Tomás, you know all my stories,” he said. “There are many more in the library. You are big enough to go by yourself. Then you can teach us new stories.” The next morning Tomás walked downtown. He looked at the big library. Its tall windows were like eyes glaring at him. Tomás walked all around the big building. He saw children coming out carrying books. Slowly he started climbing up, up the steps. He counted them to himself in Spanish . Uno, dos, tres, cuarto …His mouth felt full of cotton. Tomás stood in front of the library doors. He pressed his nose against the glass and peeked in. The library was huge! From TOMÁS AND THE LIBRARY LADY by Pat Mora, copyright © 1997 by Pat Mora, illustrations copyright © 1997 by Raúl Colón. Used by permission of Alfred A. Knopf, an imprint of Random House Children's APPENDIX B 29 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Books, a division of Random House, Inc. All rights reserved. Any additional use of this text, such as for classroom use or curriculum development, requires independent permission from Random House, Inc. Henkes, Kevin. Kitten’s First Full Moon . New York: Greenwillow, 2004. (2004)
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It was Kitten’s first full moon. When she saw it, she thought. There’s a little bowl of milk in the sky. And she wanted it. So she closed her eyes and stretched her neck and opened her mouth and licked. But Kitten only ended up with a bug on her tongue. Poor Kitten! Still, there was the little bowl of milk, just waiting. So she pulled herself together and wiggled her bottom and sprang from the top step of the porch. But Kitten only tumbled — bumping her nose and banging her ear and pinching her tail. Poor Kitten! Still, there was the little bowl of milk, just waiting. So she chased it — down the sidewalk, through the garden, past the field, and by the pond. But Kitten never seemed to get closer. Poor Kitten! Still, there was the little bowl of milk, just waiting. So she ran to the tallest tree she could find, and she climbed and climbed and climbed APPENDIX B 30 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects to the very top. But Kitten still couldn’t reach the bowl of milk, and now she was scared. Poor Kitten! What could she do? Then, in the pond, Kitten saw another bowl of milk. And it was bigger. What a night! So she raced down the tree and raced through the grass and raced to the edge of the pond. She leaped with all her might — Poor Kitten! She was wet and sad and tired and hungry. So she went back home — and there was a great big bowl of milk on the porch, just waiting for her. Lucky Kitten! COPYRIGHT © 2004 BY KEVIN HENKES. Used by permission of HarperCollins Publishers.
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# Read-Aloud Poetry Anonymous. “The Fox’s Foray.” The Oxford Nursery Rhyme Book. Edited by Peter and Iona Opie. Oxford: Oxford University Press, 1955. (c1800, traditional) A fox jumped out one winter’s night, And begged the moon to give him light. APPENDIX B 31 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects For he’d many miles to trot that night Before he reached his den O! Den O! Den O! For he’d many miles to trot that night before he reached his den O! The first place he came to was a farmer’s yard, Where the ducks and the geese declared it hard That their nerves should be shaken and their rest so marred By a visit from Mr. Fox O! Fox O! Fox O! That their nerves should be shaken and their rest so marred By a visit from Mr. Fox O! He took the grey goose by the neck, And swung him right across his back; The grey goose cried out, Quack, quack, quack, With his legs hanging dangling down O! Down O! Down O! The grey goose cried out, Quack, quack, quack, With his legs hanging dangling down O! Old Mother Slipper Slopper jumped out of bed, And out of the window she popped her head: Oh, John, John, the grey goose is gone, And the fox is off to his den O! Den O! Den O! Oh, John, John, the grey goose is gone, And the fox is off to his den O! John ran up to the top of the hill. And blew his whistle loud and shrill; Said the fox, That is very pretty music still – I’d rather be in my den O! Den O! Den O! Said the fox, That is
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very pretty music still – I’d rather be in my den O! The fox went back to his hungry den, And his dear little foxes, eight, nine, ten; Quoth they, Good daddy, you must go there again, If you bring such god cheer from the farm O! Farm O! Farm O! Quoth they, Good daddy, you must go there again, If you bring such god cheer from the farm O! The fox and his wife, without any strife, Said they never ate a better goose in all their life: APPENDIX B 32 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects They did very well without fork or knife, And the little ones chewed on the bones O! Bones O! Bones O! They did very well without fork or knife, And the little ones chewed on the bones O! Langstaff, John. Over in the Meadow . Illustrated by Feodor Rojankovsky. Orlando: Houghton Mifflin, 1973. (c1800, traditional) Over in the meadow in a new little hive Lived an old mother queen bee and her honeybees five. “Hum,” said the mother, “We hum,” said the five; So they hummed and were glad in their new little hive. Over in the meadow in a dam built of sticks Lived an old mother beaver and her little beavers six. “Build,” said the mother, “We build,” said the six; So they built and were glad in the dam built of sticks. Over in the meadow in the green wet bogs Lived an old mother froggie and her seven polliwogs. “Swim,” said the mother. “We swim,” said the ‘wogs; So they swam and were glad in the green wet bogs. Over in the meadow as the day grew late Lived an old mother owl and
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her little owls eight. “Wink,” said the mother, “We wink,” said the eight; So they winked and were glad as the day grew late. Excerpt from OVER IN THE MEADOW by John Langstaff. Text and music copyright © 1957, and renewed 1985 by John Langstaff. Used by Permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved. Lear, Edward. “The Owl and the Pussycat.” (1871) The Owl and the Pussy-cat went to sea In a beautiful pea-green boat, They took some honey, and plenty of money, Wrapped up in a five-pound note. The Owl looked up to the stars above, And sang to a small guitar, APPENDIX B 33 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects ‘O lovely Pussy! O Pussy, my love, What a beautiful Pussy you are, You are, You are! What a beautiful Pussy are!’ Pussy said to the Owl, ‘You elegant fowl! How charmingly sweet you sing! O let us be married! Too long we have tarried: But what shall we do for a r ing?’ They sailed away, for a year and a day, To the land where the Bong-tree grows And there in a wood a Piggy-wig stood With a ring at the end of his nose, His nose, His nose, With a ring at the end of his nose. ‘Dear Pig, are you willing to se ll for one shilling Your ring?’ Said the Piggy, ‘I will.’ So they took it away, and were married next day By the turkey who lives on the hill. They dined on mince, and slices of quince, Which they ate with a runcible spoon; And hand in hand, on the edge of the sand, They danced by the light of the moon, The moon,
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The moon, They danced by the light of the moon. Hughes, Langston. “April Rain Song.” The 20th Century Children’s Poetry Treasury . Selected by Jack Prelutsky. Illustrated by Meilo So. New York: Knopf, 1999. (1932) Moss, Lloyd. Zin! Zin! Zin! a Violin. Illustrated by Marjorie Priceman. New York: Simon & Schuster, 2000. (1995) With mournful moan and silken tone, Itself alone comes ONE TROMBONE. Gliding, sliding, high notes go low; ONE TROMBONE is playing SOLO. Next a TRUMPET comes along, And sings and stings its swinging song. It joins TROMBONE, no more alone, And ONE and TWO-O, they’re a DUO. APPENDIX B 34 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects The STRINGS all soar, the REEDS implore, The BRASSES roar with notes galore. It’s music that w e all adore. It’s what we go to concerts for. The minutes fly, the music ends, And so, good-bye to our new friends. But when they’ve bowed and left the floor, If we clap loud and shout, “Encore!” They may come out and play once more. And that would give us great delight Before we say a late good night. Reprinted with the permission of Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children's Publishing Division from ZIN! ZIN! ZIN! A VIOLIN by Lloyd Moss. Text Copyright © 1995 Lloyd Moss . # Sample Performance Tasks for Stories and Poetry Students ( with prompting and support from the teacher ) describe the relationship between key events of the overall story of Little Bear by Else Holmelund Minarik to the corresponding scenes illustrated by Maurice Sendak . [RL.K.7] Students retell Arnold Lobel’s Frog and Toad Together while demonstrating their understanding of a central message or lesson
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of the story (e.g., how friends are able to solve problems together or how hard work pays off). [RL.1.2] Students ( with prompting and support from the teacher ) compare and contrast the adventures and experiences of the owl in Arnold Lobel’s Owl at Home to those of the owl in Edward Lear’s poem “The Owl and the Pussycat.” * RL.K.9] Students read two tex ts on the topic of pancakes (Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a storybook and the text that is a poem . [RL.K.5] After listening to L. Frank Baum’s The Wonderful Wizard of Oz, students describe the characters of Dorothy, Auntie Em, and Uncle Henry , the setting of Kansan prairie, and major events such as the arrival of the cyclone. [RL.1.3] Students ( with prompting and support from the teacher ) when listening to Laura In galls Wilder’s Little House in the Big Woods ask questions about the events that occur (such as the encounter with the bear) and answer by offering key details drawn from the text . [RL.1.1] Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by Tove Jansson . [RL.1.6] Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses and suggest the feelings of happiness experienced by the owner of the restaurant (e.g., clapped , played , loved , overjoyed ). [RL.1.4] APPENDIX B 35 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects # Informational Texts Bulla, Clyde Robert. A Tree Is a Plant . Illustrated by Stacey Schuett. New York: HarperCollins, 2001. (1960) A tree is a plant. A tree
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is the biggest plant that grows. Most kinds of trees grow from seeds the way most small plants do. There are many kinds of trees. Here are a few of them. How many do you know? [illustration is labeled with Maple, Conifer, Persimmon, Palms, Lemon, Willow] This tree grows in the country. It might grow in your yard, too. Do you know what kind it is? This is an apple tree. This apple tree came from a seed. The seed was small. It grew inside an apple. Have you ever seen an apple seed? Ask an adult to help you cut an apple in two. The seeds are in the center. They look like this. Most apple trees come from seeds that are planted. Sometimes an apple tree grows from a seed that falls to the ground. The wind blows leaves over the seed. The wind blows soil over the seed. All winter the seed lies under the leaves and the soil. All winter the seed lies under the ice and snow and is pushed into the ground. Spring comes. Rain falls. The sun comes out and warms the earth. The seed begins to grow. At first the young plant does not look like a tree. The tree is very small. It is only a stem with two leaves. It has no apples on it. A tree must grow up before it has apples on it. Each year the tree grows. It grows tall. In seven years it is so tall that you can stand under its branches. In the spring there are blossoms on the tree. Spring is apple-blossom time. *…+ We cannot see the roots. They are under the ground. Some of the roots are large. Some of them are as small as hairs. The roots grow like
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branches under the ground. A tree could not live without roots. Roots hold the trunk in the ground. Roots keep the tree from falling when the wind blows. Roots keep the rain from washing the tree out of the ground. Roots do something more. They take water from the ground. They carry the water into the trunk of the tree. The trunk carries the water to the branches. The branches carry the water to the leaves. Hundreds and hundreds of leaves grow on the branches. The leaves make food from water and air. They make food when the sun shines. The food goes into the branches. It goes into the trunk and roots. It goes to every part of the tree. Fall comes and winter is near. The work of the leaves is over. The leaves turn yellow and brown. The leaves die and fall to the ground. Now the tree is bare. All winter it looks dead. But the tree is not dead. Under its coat of bark, the tree is alive. APPENDIX B 36 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects TEXT COPYRIGHT © 1981 BY CLYDE ROBERT BULLA. Used by permission of HarperCollins Publishers. Aliki. My Five Senses. New York: HarperCollins, 1989. (1962) I can see! I see with my eyes. I can hear! I hear with my ears. I can smell! I smell with my nose. I can taste! I taste with my tongue. I can touch! I touch with my fingers. I do all this with my senses. I have five senses. When I see the sun or a frog or my baby sister, I use my sense of sight. I am seeing. When I hear a drum or a fire engine
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or a bird, I use my sense of hearing. I am hearing. When I smell soap or a pine tree or cookies just out of the oven, I use my sense of smell. I am smelling. When I drink my milk and eat my food, I use my sense of taste. I am tasting. When I touch a kitten or a balloon or water, I use my sense of touch. I am touching. Sometimes I use all my senses at once. Sometimes I use only one. I often play a game with myself. I guess how many senses I am using at that time. When I look at the moon and the stars, I use one sense. I am seeing. When I laugh and play with my puppy, I use four senses. I see, hear, smell, and touch. When I bounce a ball, I use three senses. I see, hear, touch. Sometimes I use more of one sense and less of another. But each sense is very important to me, because it makes me aware. To be aware is to see all there is to see… hear all there is to hear… smell all there is to smell… taste all there is to taste… touch all there is to touch. APPENDIX B 37 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Wherever I go, whatever I do, every minute of the day, my senses are working. They make me aware. COPYRIGHT © 1962, 1989 BY ALIKI BRANDENBERG. Used by permission of HarperCollins Publishers. Hurd, Edith Thacher. Starfish. Illustrated by Robin Brickman. New York: HarperCollins, 2000. (1962) Starfish live in the sea. Starfish live deep down in the sea. Starfish live in pools by the sea. Some starfish are
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purple. Some starfish are pink. This is the sunflower starfish. It is the biggest of all. Starfish have many arms. The arms are called rays. Starfish have arms, but no legs. Starfish have feet, but no toes. They glide and slide on tiny tube feet. They move as slowly as a snail. The basket star looks like a starfish, but it is a little different. It doesn’t have tube feet. It moves with its rays. It has rays that go up and rays that go down. Tiny brittle stars are like the basket star. They hide under rocks in pools by the sea. The mud star hides in the mud. It is a starfish. It has tiny tube feet. A starfish has no eyes. A starfish has no ears or nose. Its tiny mouth is on its underside. When a starfish is hungry, it slides and it glides on its tiny tube feet. It hunts for mussels and oysters and clams. It feels for the mussels, It feels for the oysters. It feels for the clams. It feels for something to eat. The starfish crawls over a clam. Its rays go over it. Its rays go under it. Its rays go all over the clam. The starfish pulls and pulls. It pulls the shells open. It eats the clam inside. Sometimes a starfish loses a ray. A crab may pull it off. A rock may fall on it. But this does not hurt. It does not bother the starfish. The starfish just grows another ray. In the spring when the sun shines warm, and the sea grows warm, starfish lay eggs. Starfish lay eggs in the water. They lay many, many, many tiny eggs. The eggs look like sand in the sea. The tiny eggs float in the water. They
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float up and down. They move with the waves and the tide, up and down, up and down. Used by permission of HarperCollins Publishers. Aliki. A Weed is a Flower: The Life of George Washington Carver . New York: Prentice Hall, 1965. (1965) APPENDIX B 38 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Crews, Donald. Truck. New York: HarperCollins, 1980. (1980) This is a largely wordless book appropriate for kindergarten. Hoban, Tana. I Read Signs. New York: HarperCollins, 1987 (1987 ) This is a largely wordless book appropriate for kindergarten. Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream . Photographs by John Williams. New York: Scholastic, 1996. (1996) “Garden Helpers.” National Geographic Young Explorers September 2009. (2009) Not all bugs and worms are pests. Some help your garden grow. Earthworms make soil rich and healthy. This helps plants grow strong! A ladybug eats small bugs. The bugs can’t eat the plants. This keeps your garden safe. A praying mantis eats any bug it can catch. Not many bugs can get past this quick hunter! This spider catches bugs in its sticky web. It keeps bugs away from your garden. Copyright © 2009 National Geographic. Used by permission. “Wind Power.” National Geographic Young Explorers November/December 2009. (2009) Wind is air on the move. See what wind can do. Wind can whip up some fun! Wind starts with the sun. The sun warms land and water. The air above warms up too. Warm air rises. Cooler air rushes in. That moving air is wind. APPENDIX B 39 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Wind is energy. It can push a sailboat. Look at the
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windmills spin! They turn wind energy into electricity. What else can wind do? Copyright © 2009 National Geographic. Used by permission. # Read-Aloud Informational Texts Provensen, Alice and Martin. The Year at Maple Hill Farm . New York: Simon & Schuster, 2001. (1978) Gibbons, Gail. Fire! Fire! New York: HarperCollins, 1987. (1984) From “Fire! Fire! In the city…” In an apartment house, a breeze has blown a towel up into the flame of a hot stove. A fire begins. The smoke alarm screams. A phone call alerts the fire-dispatch center. Instantly, a dispatcher calls the firehouse nearest the fire. A loudspeaker blares out the address of the fire, and the firefighters go into action. They slide down brass poles to the ground floor, where the fire engines are, and hurry into their fire-fighting gear. Then they take their positions on their engines. The big trucks roar out of the firehouse. Sirens scream and lights flash. The fire engines arrive at the scene. The fire is bigger now. The fire chief is in charge. He decides the best way to fight this fire. Hoses are pulled from the trucks. Each separate fire truck is called a “company.” Each separate company has an officer in charge. The fire chief tells each officer in charge what he wants the firefighters to do. Firefighters are ordered to search the building to make sure no one is still inside. A man is trapped. A ladder tower is swung into action. The man is rescued quickly. At the same time, an aerial ladder is taking other firefighters to the floor above the fire. Inside, the firefighters attach a hose to the building’s standpipe. Water is sprayed onto the fire to keep it from moving up through the apartment house. APPENDIX B 40 > OREGON COMMON CORE
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STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Now the aerial ladder is swung over to the roof of the burning building. Firefighters break holes in the roof and windows to let out poisonous gases, heat, and smoke before they can cause a bad explosion. There’s less danger now for the firefighters working inside the building. Firefighters are battling the blaze from the outside of the building, too. Fire hoses carry water from the fire hydrants to the trucks. Pumps in the fire trucks control the water pressure and push the water up through the discharge hoses. Streams of water hit the burning building and buildings next door to keep the fire from spreading. The fire is under control. The fire is out. The firefighters clean up the rubble. Back at the firehouse, they clean their equipment and make an official report on the fire. COPYRIGHT © 1984 BY GAIL GIBBONS. Used by permission of HarperCollins Publishers. Dorros, Arthur. Follow the Water from Brook to Ocean . New York: HarperCollins, 1993. (1991) After the next big rain storm, put your boots on and go outside. Look at the water dripping from your roof. Watch it gush out of the drainpipes. You can see water flowing down your street too. Water is always flowing. It trickles in the brook near your house. Sometimes you see water rushing along in a stream or in a big river. Water always flows downhill. It flows from high places to low places, just the way you and your skateboard move down a hill. Sometimes water collects in a low spot in the land – a puddle, a pond, or a lake. The water’s downhill journey may end there. Most of the time, though, the water will find
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a way to keep flowing downhill. Because water flows downhill, it will keep flowing until it can’t go any lower. The lowest parts of the earth are the oceans. Water will keep flowing until it reaches an ocean. Where does the water start? Where does the water in a brook or a stream or a river come from? The water comes from rain. And it comes from melting snow. The water from rain and melting snow runs over the ground. Some of it soaks into the ground, and some water is soaked up by trees and other plants. But a lot of the water keeps traveling over the ground, flowing downhill. The water runs along, flowing over the ground. Trickles of water flow together to form a brook. A brook isn’t very deep or wide. You could easily step across a brook to get to the other s ide. The brook flows over small stones covered with algae. Algae are tiny plants. They can be green, red, or brown. Green algae make the water look green. Plop! A frog jumps into the brook. A salamander wiggles through leafy water plants. Slap! A trout’s tail hits the water. Lots of creatures live in the moving water. COPYRIGHT © 1991 BY ARTHUR DORROS. Used by permission of HarperCollins Publishers. APPENDIX B 41 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water Everywhere . San Francisco: Sierra Club, 1994. (1994) Llewellyn, Claire. Earthworms . New York: Franklin Watts, 2002. (2002) Jenkins, Steve, and Robin Page. What Do You Do With a Tail Like This? Orlando: Houghton Mifflin, 2003. (2003) What do you do with a nose like this? If you’re a platypus, you use
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your nose to dig in the mud. If you’re a hyena, you find your next meal with your nose. If you’re an elephant, you use your nose to give yourself a bath. If you’re a mole, you use your nose to find your way underground. If you’re an alligator, you brea the through your nose while hiding in the water. What do you do with ears like these? If you’re a jackrabbit, you use your ears to keep cool. If you’re a bat you “see” with your ears. If you’re a cricket, you hear with ears that are on your knees. If you’ re a humpback whale, you hear sounds hundreds of miles away. If you’re a hippopotamus, you close your ears when you’re under water. What do you do with a tail like this? If you’re a giraffe, you brush off pesky flies with your tail. If you’re a skunk, you lift your tail to warn that a stinky spray is on the way. If you’re a lizard, you break off your tail to get away. If you’re a scorpion, your tail can give a nasty sting. If you’re a monkey, you hang from a tree by your tail. What do you do with eyes like these? If you’re an eagle, you spot tiny animals from high in the air. If you’re a chameleon, you look two ways at once. If you’re a four -eye fish, you look above and below the water at the same time. If you’re a bush baby, you use your large eyes to see c learly at night. If you’re a horned lizard, you squirt blood out of your eyes. What do you do with feet like these? If you’re a chimpanzee, you feed yourself with your feet. If you’re a water strider, you
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walk on water. If you’re a blue -footed booby, you do a dance. If you’re a gecko, you use your sticky feet to walk on the ceiling. If you’re a mountain goat, you leap from ledge to ledge. What do you do with a mouth like this? If you’re a pelican, you use your mouth as a net to scoop up fish. If you’re an egg-eating snake, you use your mouth to swallow eggs larger than your head. If you’re a mosquito, you use your mouth to suck blood. If you’re an anteater, you capture termites with your long tongue. If you’re an archerfish, you catch insects by shooting t hem down with a stream of water. APPENDIX B 42 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Excerpted from WHAT DO YOU DO WITH A TAIL LIKE THIS? By Steve Jenkins and Robin Page. Copyright © 2003 by Steve Jenkins and Robin Page. Used by Permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved. Pfeffer, Wendy. From Seed to Pumpkin . Illustrated by James Graham Hale. New York: HarperCollins, 2004. (2004) When spring winds warm the earth, a farmer plants hundreds of pumpkin seeds. Every pumpkin seed can become a baby pumpkin plant. Underground, covered with dark, moist soil, the baby plants begin to grow. As the plants get bigger, the seeds crack open. Stems sprout up. Roots dig down. Inside the roots are tubes. Water travels up these tubes the way juice goes up a straw. In less than two weeks from planting time, green shoots poke up through the earth. These shoots grow into tiny seedlings. Two leaves, called seed leaves, uncurl on each stem. They reach up toward the sun. Sunlight gives these
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leaves energy to make food. Like us, plants need food to grow. But green plants do not eat food as we do. Their leaves make it. To make food, plants need light, water, and air. Leaves catch the sunlight. Roots soak up rainwater. And little openings in the leaves let air in. Using energy from the sun, the leaves mix the air with water from the soil to make sugar. This feeds the plant. Soon broad, prickly leaves with jagged edges unfold on the stems. The seed leaves dry up. Now the new leaves make food for the pumpkin plant. Each pumpkin stem has many sets of tubes. One tube in each set takes water from the soil up to the leaves so they can make sugar. The other tube in each set sends food back down so the pumpkin can grow. The days grow warmer. The farmer tends the pumpkin patch to keep weeds out. Weeds take water from the soil. Pumpkin plants need that water to grow. Text copyright © 2004 by Wendy Pfeffer. Used by permission of HarperCollins Publishers. Thomson, Sarah L. Amazing Whales! New York: HarperCollins, 2006. (2005) A blue whale is as long as a basketball court. Its eyes are as big as softballs. Its tongue weighs as much as an elephant. It is the biggest animal that has ever lived on Earth – bigger than any dinosaur. APPENDIX B 43 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects But not all whales are this big. A killer whale is about as long as a fire truck. Dolphins and porpoises are whales too, very small whales. The smallest dolphin is only five feet long. That’s probably shorter than your mom. There are about
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80 kinds of whales. All of them are mammals. Dogs and monkeys and people are mammals, too. They are warm-blooded. This means that their blood stays at the same temperature even if the air or water around them gets hot or cold. Mammal babies drink milk from their mothers. Whale babies are called calves. And mammals breathe air. A whale must swim to the ocean’s surface to breathe or it will drown. After a whale calf is born, its mother may lift it up for its first breath of air. A whale uses its blowholes to breathe. It can have one blowhole or two. The blowholes are on the top of its head. When a whale breathes out, the warm breath makes a cloud called a blow. Then the whale breathes in. Its blowholes squeeze shut. The whale dives under the water. It holds its breath until it comes back up. When sperm whales hunt, they dive deeper than any other whale. They can hold their breath for longer than an hour and dive down more than a mile. Deep in the ocean, where the water is dark and cold, sperm whales hunt for giant squid and other animals. Some whales, like sperm whales, have teeth to catch their food. They are called toothed whales. Other whales have no teeth. They are called baleen whales. (Say it like this: bay-LEEN.) Blue whales and humpback whales are baleen whales. They have strips of baleen in their mouths. Baleen is made of the same stuff as your fingernails. It is strong but it can bend. A baleen whale fills its mouth with water. In the water there might be fish or krill. Krill are tiny animals like shrimp. The whale closes its mouth. The water flows back out between the strips of
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baleen. The fish or krill are trapped inside its mouth for the whale to eat. Some whales, like killer whales, hunt in groups to catch their food. These groups are called pods. A whale mother and her children, and even her grandchildren sometimes live in one pod. Used by permission of HarperCollins Publishers. Hodgkins, Fran, and True Kelley. How People Learned to Fly . New York: HarperCollins, 2007. (2007) When you see a bird flying, do you dream about flying too? Do you run with your arms out, imagining that you’re soaring among the clouds? Do you make paper airplanes? Do you fly kites? APPENDIX B 44 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects If you do, you aren’t alone. For thousands of years, people have dreamed of being able to fly. They watched birds and bats soar. They imagined people and other animals that could fly and told stories about them. They designed machines that they thought would be able to fly. They had many ideas. As they tried each new idea, they learned a lot. They learned abo ut gravity. Gravity is the force that keeps everything on the Earth’s surface. Because of gravity, things have weight. If there were no gravity, people, dogs, cats, and everything else would go floating off into space. Gravity keeps us on the ground, even if we would rather be flying. People also learned about air. Air is made of tiny particles called molecules. When you walk or run, you push through air molecules. They push back on you, too, even though you don’t really feel the push unless the wind blows. People learned that wind could push a kite into the sky. When air molecules push back on
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a moving object, that is a force called drag. You can feel drag for yourself. Hold out your arms. Now spin around. Feel the push of air on your arms and hands? Th at’s drag. Like gravity, drag works against objects that are trying to fly. Kites were useful and fun, but people wanted more. They wanted to fly like birds. Birds had something that kites didn’t: Birds had wings. People made wings and strapped them to their arms. They flapped their arms but couldn’t fly. They built gliders, light aircraft with wings. Some didn’t work, but some did. The gliders that worked best had special wings. These wings were arched on both the top and the bottom. The air pulled the wings from above and pushed the wings from below. When the wings went up, so did the glider! Arched wings help create a force called lift. Lift is the force that keeps birds and gliders in the air. Most gliders have long, thin wings. The wings create enough lift to carry the aircraft and its passengers. Gliders usually ride currents of air the same way a hawk soars. Gliders are very light, and long wings and air currents can give them enough lift to fly. But to carry more than just a passenger or two, an aircraft needs a lot more lift. The question is: How do you create more lift? The engine is the answer! APPENDIX B 45 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects The engine is a machine that changes energy into movement. The forward movement that an airplane needs to fly is called thrust. More thrust makes an airplane move forward faster. Moving faster creates more lift. And with more lift,
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an airplane can carry more weight. So an aircraft with an engine can carry passengers or cargo. In 1903 the Wright brothers figured out how to get wings and an engine to work together in order to give an airplane enough thrust to fly. They made the first powered flight at Kitty Hawk, North Carolina. Since then, people have made airplanes that can fly faster than sound can travel. They have made airplanes that can fly all the way around the world without stopping. Today, thousands of people travel in airplanes every day. People really have learned how to fly! Used by permission of HarperCollins Publishers. Nivola, Claire A. Planting the Trees of Kenya: The Story of Wangari Maathai . New York: Farrar, Straus & Giroux, 2008. (2008) # Sample Performance Tasks for Informational Texts Students identify the reasons Clyde Robert Bulla gives in his book A Tree Is a Plant in support of his point about the function of roots in germination. [RI.1.8] Students identify Edith Thacher Hurd as the author of Starfish and Robin Brickman as the illustrator of the text and define the role and materials each contributes to the text . [RI.K.6] Students ( with prompting and support from the teacher ) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding of the main idea of the text — not all bugs are bad —by retelling key details . [RI.K.2] After listening to Gail Gibbons’ Fire! Fire!, students ask questions about how firefighters respond to a fire and answer using key details from the text. [RI.1.1] Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5] Students ask and answer questions about animals (e.g., hyena, alligator, platypus, scorpion)
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they encounter in Steve Jenkins and Robin Page’s What Do You Do With a Tail Like This? [RI.K.4] Students use the illustrations along with textual details in Wendy Pfeffer’s From Seed to Pumpkin to describe the key idea of how a pumpkin grows. [RI.1.7] Students ( with prompting and support from the teacher ) describe the connection between drag and flying in Fran Hodgkins and True Kelley’s How People Learned to Fly by performing the “arm spinning” experiment described in the text. [RI.K.3] APPENDIX B 46 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects # Grades 2 –3 Text Exemplars # Stories Gannett, Ruth Stiles. My Father’s Dragon . Illustrated by Ruth Chrisman Gannett. New York: Random House, 1948. (1948) From Chapter Sev en: “My Father Meets a Lion” “Who are you?” the lion yelled at my father. “My name is Elmer Elevator.” “Where do you think you are going?” “I’m going home,” said my father. “That’s what you think!” said the lion. “Ordinarily I’d save you for afternoon tea, but I happen to be upset enough and hungry enough to eat you right now.” And he picked up my father in his front paws to feel how fat he was. My father said, “Oh, please, Lion, before you eat me, tell me why you are so particularly upset today.” “It’s my mane,” said the lion, as he was figuring out how many bites a little boy would make. “You see what a dreadful mess it is, and I don’t seem to be able to do anything about it. My mother is coming over on the dragon this afternoon, and if she sees me this way I’m afraid she’ll stop my allowance. She can’t stand messy manes! But
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I’m going to eat you now, so it won’t make any difference to you.” “Oh, wait a minute,” said my father, “and I’ll give you just the things you need to make your mane a tidy and beautiful. I have them here in my pack.” “You do?” said the lion, “Well, give them to me, and perhaps I’ll save you for afternoon tea after all,” and he put my father down on the ground. My father opened the pack and took out the comb and the brush and the seven hair ribbons of different colors. “Look,” he said, “I’ll show you what to do on your forelock, where you can watch me. First you brush a while, and then you comb, and then you brush again until all the twigs and snarls are gone. Then you divide i t up into three and braid it like this and tie a ribbon around the end.” As my father was doing this, the lion watched very carefully and began to look much happier. When my father tied the ribbon he was all smiles. “Oh, that’s wonderful, really wonderful!” said the lion. “Let me have the comb and brush and see if I can do it.” So my father gave him the comb and brush and the lion began busily grooming his mane. As a matter of fact, he was so busy that he didn’t even know when my father left. From MY FATHER'S DRAGON by Ruth Stiles Gannett, copyright 1948 by Random House, Inc. Used by permission of Random House Children's Books, a division of Random House, Inc. All rights reserved. Any APPENDIX B 47 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects additional use of this text, such as
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for classroom use or curriculum development, requires independent permission from Random House, Inc. Averill, Esther. The Fire Cat . New York: HarperCollins, 1960. (1960) From “The Fire Cat” Joe took Pickles to the Chief, who was sitting at his desk. “Oh!” said the Chief. “I know this young cat. He is the one who chases little cats.” “How do you know?” asked Joe. The Chief answered, “A Fire Chief knows many things.” Just then the telephone began to ring. “Hello,” said the Chief. “Oh, hello, Mrs. Goodkind. Yes, Pickles is here. He came with Joe. What did you say? You think Pickles would like to live in our firehouse? Well, we shall see. Thank you, Mrs. Goodkind. Good-bye.” The Chief looked at Pickles and said, “Mrs. Goodkind says you are not a bad cat. And Joe likes you. I will let you live here IF you will learn to be a good firehouse cat.” Pickles walked quietly up the stairs after Joe. Joe and Pickles went into a room where the firemen lived. The men were pleased to have a cat. They wanted to play with Pickles. But suddenly the fire bell rang. All the firemen ran to a big pole and down they went. The pole was the fast way to get to their trucks. Pickles could hear the trucks start up and rush off to the fire. Pickles said to himself, “I must learn to do what the firemen do, I must learn to slide down the pole.” He jumped and put his paws around the pole. Down he fell with a BUMP. “Bumps or no bumps, I must try again,” said Pickles. Up the stairs he ran. Down the pole he came – and bumped. But by the time the firemen came back from the fire, Pickles
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could slide down the pole. “What a wonderful cat you are!” said the firemen. The Chief did not say anything. Pickles said to himself, “I must keep learning everything I can.” So he learned to jump up on one of the big trucks. And he learned to sit up straight on the seat while the truck raced to a fire. “What a wonderful cat you are!” said the firemen. The Chief did not say anything. Pickles said to himself, “Now I must learn to help the firemen with their work.” At the next fire, he jumped down from the truck. He ran to a big hose, put his paws around it, and tried to help a fireman shoot water at the flames. “What a wonderful cat you are!” said the firemen. The Chief did not say anything. APPENDIX B 48 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects The next day the Chief called all the firemen to his desk. Then he called for Pickles. Pickles did not know what was going to happen. He said to himself, “Maybe the Chief does not like the way I work. Maybe he wants to send me back to my old yard.” But Pickles went to the Chief. At the Chief’s desk stood all the firemen – and Mrs. Goodkind! The Chief said to Pickles, “I have asked Mrs. Goodkind to come because she was your first friend. Pickles, jump up on my desk. I have something to say to you.” Pickles jumped up on the desk and looked at the Chief. Out of the desk the Chief took – a little fire hat! “Pickles,” said the Chief, “I have watched you at your work. You have worked hard. The time
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has come for you to know that you are now our Fire Cat.” An d with these words, the Chief put the little hat on Pickles’ head. COPYRIGHT © 1960 BY ESTHER AVERILL. Copyright © renewed 1988. Used by permission of HarperCollins Publishers. Steig, William. Amos & Boris . New York: Farrar, Straus and Giroux, 1971. (1971) Shulevitz, Uri. The Treasure . New York: Farrar, Straus and Giroux, 1978. (1978) Cameron, Ann. The Stories Julian Tells . New York: Random House, 1981. (1981) MacLachlan, Patricia. Sarah, Plain and Tall . New York: HarperCollins, 1985. (1985) From Chapter 1 “Did Mama sing every day?” asked Caleb. “Every -single-day?” He sat close to the fire, his chin in his hand. It was dusk, and the dogs lay beside him on the warm hearthstones. “Every -single-day,” I told him for the second time this week. For the tw entieth time this month. The hundredth time this year? And the past few years? “And did Papa sing, too?” “Yes. Papa sang, too. Don’t get so close, Caleb. You’ll heat up.” He pushed his chair back. It made a hollow scraping sound on the hearthstones. And the dogs stirred. Lottie, small and black, wagged her tail and lifted her head. Nick slept on. I turned the bread dough over and over on the marble slab on the kitchen table. APPENDIX B 49 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects “Well, Papa doesn’t sing anymore,” said Caleb very softly. A log broke apart a nd crackled in the fireplace. He looked up at me. “What did I look like when I was born?” “You didn’t have any clothes on,” I told him. “I know that,” he said. “You looked like this.” I held
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the bread dough up in a round pale ball. “I had hair,” said C aleb seriously. “Not enough to talk about,” I said. “And she named me Caleb,” he went on, filling in the old familiar story. “I would have named you Troublesome,” I said, making Caleb smile. “And Mama handed me to you in the yellow blanket and said…” He waited for me to finish the story. “And said…?” I sighed. “And Mama said. ‘Isn’t he beautiful, Anna?’” “And I was,” Caleb finished. Caleb thought the story was over, and I didn’t tell him what I had really thought. He was homely and plain, and he had a terrible holler and a horrid smell. But these were not the worst of him. Mama died the next morning. That was the worst thing about Caleb. “Isn’t he beautiful, Anna?” her last words to me. I had gone to bed thinking how wretched he looked. And I forgot to say good night. I wiped my hands on my apron and went to the window. Outside, the prairie reached out and touched the places where the sky came down. Though the winter was nearly over, there were patches of snow everywhere. I looked at the long dirt road that crawled across the plains, remembering the morning that Mama had died, cruel and sunny. They had come for her in a wagon and taken her away to be buried. And then the cousins and aunts and uncles had come and tried to fill up the house. But they cou ldn’t. Slowly, one by one, they left. And then the days seemed long and dark like winter days, even though it wasn’t winter. And Papa didn’t sing. COPYRIGHT © 1985 BY PATRICIA MACLACHLAN. Used by permission of HarperCollins Publishers. Rylant, Cynthia. Henry and Mudge:
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The First Book of Their Adventures . Illustrated by Suçie Stevenson. New York: Atheneum, 1996. (1987) From “Henry and Mudge” Every day when Henry woke up, he saw Mudge’s big head. And every day when Mudge woke up, he saw Henry’s small f ace. APPENDIX B 50 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects They ate breakfast at the same time; they ate supper at the same time. And when Henry was at school, Mudge just lay around and waited. Mudge never went for a walk without Henry again. And Henry never worried that Mudge would leave. Because sometimes, in their dreams, they saw long silent roads, big wide fields, deep streams, and pine trees. In those dreams, Mudge was alone and Henry was alone. So when Mudge woke up and knew Henry was with him, he remembered the dream and stayed closer. And when Henry woke up and knew Mudge was with him, he remembered the dream and the looking and the calling and the fear and he knew he would never lose Mudge again. Reprinted with the permission of Atheneum Books for Young Readers, an imprint of Simon & Schuster Children's Publishing Division from HENRY AND MUDGE: The First Book by Cynthia Rylant. Text copyright © 1987 Cynthia Rylant. Stevens, Janet. Tops and Bottoms . New York: Harcourt, 1985. (1995) Once upon a time there lived a very lazy bear who had lots of money and lots of land. His father had been a hard worker and a smart business bear, and he had given all of his wealth to his son. But all Bear wanted to do was sleep. Not far down the road lived a hare. Although Hare was clever, he sometimes got
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into trouble. He had once owned land, too, but now he had nothing. He had lost a risky bet with a tortoise and had sold off all of his land to Bear to pay off the debt. Hare and his family were in very bad shape. “The children are so hungry Father Hare! We must think of something!” Mrs. Hare cried one day. So Hare and Mrs. Hare put their heads together and cooked up a plan. *…+ Bear stared at his pile. “But, Hare, all the best parts are in your half!” “You chose the tops, Bear,” Hare said. “Now, Hare, you’ve tric ked me. You plant this field again —and this season I want the bottoms!” APPENDIX B 51 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Hare agreed. “It’s a done deal, Bear.” LaMarche, Jim. The Raft . New York: HarperCollins, 2000. (2000) Somehow, on the river, it seemed like summer would never end. But of course it did. On my last day, I got up extra early and crept down to the dock. The air was cool and a low pearly fog hung over the river. I untied the raft and quietly drifted downstream. Ahead of me, through the fog, I saw two deer moving across the river, a doe and a fawn. When they reached the shore, the doe leaped easily up the steep bank, then turned to wait for her baby. But the fawn was in trouble. It kept slipping down the muddy bank. The doe returned to the water to help, but the more the fawn struggled, the deeper it got stuck in the mud. I pushed off the river bottom and drove the raft hard onto the muddy bank, startling
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the doe. Then I dropped into the water. I was ankle-deep in mud. You’re okay,” I whispered to the fawn, praying that the raft would calm it. “I won’t hurt you.” Gradually the fawn stopped struggling, as if it understood that I was there to help. I put my arms around it and pulled. It barely moved. I pulled again, then again. Slowly the fawn eased out of the mud, and finally it was free. Carefully I carried the fawn up the bank to its mother. Then, quietly, I returned to the raft. From there I watched the doe nuzzle and clean her baby, and I knew what I had to do. I pulled the stub of a crayon from my pocket, and drew the fawn, in all its wildness, onto the old gray boards of the raft. When I had finished, I knew it was just right. Text copyright © 2000 Jim LaMarche. Used by permission of HarperCollins Publishers. Rylant, Cynthia. Poppleton in Winter . Illustrated by Mark Teague. New York: Scholastic, 2001. (2001) From “The Sleigh Ride” It was a very snowy day and Poppleton felt like a sleigh ride. He called his friend Cherry Sue. “Would you like to go for a sleigh ride?” Poppleton asked. “Sorry, Poppleton, I’m making cookies,” s aid Cherry Sue. Poppleton called his friend Hudson. “Would you like to go for a sleigh ride?” Poppleton asked. “Sorry,” said Hudson, “I’m baking a cake.” Poppleton called his friend Fillmore. APPENDIX B 52 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects “Would you like to go for a sleigh ride?” Poppleton asked. “Sorry,” said Fillmore. “I’m stirring some fudge.” Poppleton was disappointed. He couldn’t find one friend for a sleigh ride. And
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besides that, they were all making such good things to eat! He sat in front of his window, feeling very sorry for himself. Suddenly the doorbell rang. “SURPRISE!” There stood all of Poppleton’s friends! With cookies and cake and fudge and presents! “HAPPY BIRTHDAY, POPPLETON!” He had forgotten his own birthday! Everyone ate and laughed and played games with Poppleton. Then, just before midnight, they all took him on a sleigh ride. The moon was full and white. The stars twinkled. The owls hooted in the trees. Over the snow went the sleigh filled with Poppleton and all of his friends. Poppleton didn’t even make a b irthday wish. He had everything already. From POPPLETON IN WINTER by Cynthia Rylant. Scholastic Inc./Blue Sky Press. Copyright © 2001 by Cynthia Rylant. Used by permission. Rylant, Cynthia. The Lighthouse Family : The Storm. Illustrated by Preston McDaniels. New York: Simon & Schuster, 2002. (2002) In a lonely lighthouse, far from city and town, far from the comfort of friends, lived a kindhearted cat named Pandora. She had been living in this lighthouse all alone for four long years, and it was beginning to wear. She found herself sighing long, deep, lonely sighs. She sat on the rocks overlooking the waves far too long. Sometimes her nose got a sunburn. And at night, when she tried to read by the lantern light, her mind wandered and she would think for hours on her childhood when she had friends and company. Why did Pandora accept this lonely lighthouse life? Because a lighthouse had once saved her. Reprinted with the permission of Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children's Publishing Division from THE LIGHTHOUSE FAMILY: THE STORM by Cynthia Rylant. Text Copyright © 2002 Cynthia Rylant. APPENDIX B
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53 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Osborne, Mary Pope. The One-Eyed Giant (Book One of Tales from the Odyssey) . New York: Disney Hyperion, 2002. (2002) From C hapter Five: “The One -Eyed Giant” A hideous giant lumbered into the clearing. He carried nearly half a forest’s worth of wood on his back. His monstrous head jutted from his body like a shaggy mountain peak. A single eye bulged in the center of his forehead. The monster was Polyphemus. He was the most savage of all the Cyclopes, a race of fierce one-eyed giants who lived without laws or leader. The Cyclopes were ruthless creatures who were known to capture and devour any sailors who happened near their shores. Polyphemus threw down his pile of wood. As it crashed to the ground, Odysseus and his men fled to the darkest corners of the cave. Unaware that the Greeks were hiding inside, Polyphemus drove his animals into the cave. Then he rolled a huge boulder over its mouth to block out the light of day and imprison his flock inside. Twenty-four wagons could not haul that rock away, Odysseus thought desperately. How will we escape this monster? Odysseus’ men trembled with terror as the giant made a small fir e and milked his goats in the shadowy light. His milking done, he threw more wood on his fire. The flame blazed brightly, lighting up the corners of the cave where Odysseus and his men were hiding. “What’s this? Who are you? From where do you come?” the g iant boomed. He glared at the Greeks with his single eye. “Are you pirates who steal the treasure of others?” Odysseus’ men were frozen with terror. But Odysseus
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hid his own fear and stepped toward the monster. “We are not pirates,” he said, “We are Gree ks blown off course by storm winds. Will you offer us the gift of hospitality like a good host? If you do, mighty Zeus, king of the gods, will be pleased. Zeus is the guardian of all strangers.” “Fool!” the giant growled. “Who are you to tell me to please Zeus? I am a son of Poseidon, god of the seas! I am not afraid of Zeus!” Odysseus men cowered in fear. Polyphemus moved closer to Odysseus. He spoke in a soft, terrible voice. “But tell me, stranger, where is your ship? Near or far from shore?” Odysseu s knew Polyphemus was trying to trap him. “Our ship was destroyed in the storm,” he lied. “It was dashed against the rocks. With these good men I escaped, I ask you again, will you welcome us?” From Mary Pope Osborne's the One Eyed Giant © 2002 by Mary Pope Osborne . Reprinted by permission of Disney∙Hyperion, an imprint of Disney Book Group LLC, All Rights Reserved. APPENDIX B 54 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Silverman, Erica. Cowgirl Kate and Cocoa . Illustrated by Betsy Lewin. Orlando: Harcourt, 2005. (2005) From Chapter 1: “A Story for Cocoa” Cowgirl Kate rode her horse, Cocoa, out to the pasture. “It’s time to herd cows,” said Cowgirl Kate. “I am thirsty,” said Cocoa. He stopped at the creek and took a drink. “Are you ready now?” asked Cowgirl Kate. “No,” said Cocoa. “Now I am hungry.” Cowgirl Kate gave him an apple. He ate it in one bite. Then he sniffed the saddlebag. Cowgirl Kate gave him another apple. He ate that
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in one bite, too. He sniffed the saddlebag again. “You are a pig,” said Cowgirl Kate. “No,” said Cocoa. “I am a horse.” “A cowhorse?” she asked. “Of course,” he said. “But a cowhorse herds cows,” she said. “Just now, I am too full,” he said. Cowgirl Kate smiled. “Then I will tell you a story.” “Once there was a cowgirl who needed a cowhorse. She went to a ranc h and saw lots and lots of horses. Then she saw a horse whose coat was the color of chocolate. His tail and mane were the color of caramel. ‘Yum,’ said the cowgirl, ‘you are the colors of my favorite candy.’ The horse looked at her. He sniffed her.” “‘Are you a real cowgirl?’ he asked. ‘I am a cowgirl from the boots up,’ she said. ‘Well, I am a cowhorse from the mane down,’ he said. ‘Will you work hard every day?’ the cowgirl asked. The horse raised his head high. ‘Of course,’ he said, ‘a cowhorse always does his job.’ ‘At last,’ said the cowgirl, ‘I have found my horse.’” “That was a good story,” said Cocoa. He raised his head high. “And now I am ready to herd cows.” APPENDIX B 55 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Excerpted from COWGIRL KATE AND COCOA By Erica Silverman. Text copyright © 2005 by Erica Silverman. Used by Permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved. # Poetry Dickinson, Emily. “Autumn.” The Complete Poems of Emily Dickinson . Boston: Little, Brown, 1960. (1893) The morns are meeker than they were. The nuts are getting brown; The berry’s cheek is plumper, The rose is out of town. The maple wears a gayer scarf, The
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field a scarlet gown. Lest I should be old-fashioned, I’ll put a trinket on. Rossetti, Christina. “Who Has Seen the Wind?” Si ng a Song of Popcorn: Every Child’s Book of Poems. Selected by Beatrice Schenk de Regniers et al. Illustrated by Marcia Brown et al. New York: Scholastic, 1988. (1893) Who has seen the wind? Neither I nor you; But when the leaves hang trembling The wind is passing through. Who has seen the wind? Neither you nor I; But when the trees bow down their heads The wind is passing by. Millay, Edna St. Vincent. “Afternoon on a Hill.” The Selected Poetry of Edna St. Vincent Millay. Edited by Nancy Milford. New York: Modern Library, 2001. (1917) I will be the gladdest thing Under the sun! I will touch a hundred flowers And not pick one. I will look at cliffs and clouds With quiet eyes, Watch the wind bow down the grass, APPENDIX B 56 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects And the grass rise. And when lights begin to show Up from the town, I will mark which must be mine, And then start down! Frost, Robert. “Stopping by Woods on a Snowy Evening.” The Poetry of Robert Frost: The Collected Poems . Edited by Edward Connery Lathem. New York: Henry Holt, 1979. (1923) Field, Rachel. “Something Told the Wild Geese.” Branches Green . New York: Macmillan, 1934. (1934) Hughes, Langston. “Grandpa’s Stories.” The Collected Poems of Langston Hughes . New York: Knopf, 1994. (1958) Jarrell, Randall. “A Bat Is Born.” The Bat Poet. New York: HarperCollins, 1964. (1964) A bat is born Naked and blind and pale. His mother makes a pocket of her tail And catches him. He clings to
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her long fur By his thumbs and toes and teeth. And them the mother dances through the night Doubling and looping, soaring, somersaulting — Her baby hangs on underneath. All night, in happiness, she hunts and flies Her sharp cries Like shining needlepoints of sound Go out into the night and, echoing back, Tell her what they have touched. She hears how far it is, how big it is, Which way it’s going: She lives by hearing. The mother eats the moths and gnats she catches In full flight; in full flight The mother drinks the water of the pond She skims across. Her baby hangs on tight. Her baby drinks the milk she makes him In moonlight or starlight, in mid-air. Their single shadow, printed on the moon Or fluttering across the stars, Whirls on all night; at daybreak APPENDIX B 57 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects The tired mother flaps home to her rafter. The others are all there. They hang themselves up by their toes, They wrap themselves in their brown wings. Bunched upside down, they sleep in air. Their sharp ears, their sharp teeth, their quick sharp faces Are dull and slow and mild. All the bright day, as the mother sleeps, She folds her wings about her sleeping child. Copyright © 1964 BY THE MACMILLAN COMPANY RENEWED TEXT COPYRIGHT © 1992 BY MARY JERRELL. Used by permission of HarperCollins Publishers. Giovanni, Nikki. “Knoxville, Tennessee.” Sing a Song of Popcorn: Every Child’s Book of Poems. Selected by Beatrice Schenk de Regniers et al. Illustrated by Marcia Brown et al. New York: Scholastic, 1988. (1968) I always like summer best you can eat fresh corn from daddy’s garden and okra and greens
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and cabbage and lots of barbecue and buttermilk and homemade ice-cream at the church picnic and listen to gospel music outside at the church homecoming and you go to the mountains with your grandmother and go barefooted and be warm all the time not only when you go to bed and sleep COPYRIGHT © 1968 BY Nikki Giovanni. Used by permission. APPENDIX B 58 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Merriam, Eve. “Weather.” Sing a Song of Popcorn: Every Child’s Book of Poems. Selected by Beatrice Schenk de Regniers et al. Illustrated by Marcia Brown et al. New York: Scholastic, 1988. (1969) Soto, Gary. “Eating While Reading.” The 20th Century Children’s Poetry Treasury . Selected by Jack Prelutsky. Illustrated by Meilo So. New York: Knopf, 1999. (1995) What is better Than this book And the churn of candy In your mouth, Or the balloon of bubble gum, Or the crack of sunflower seeds, Or the swig of soda, Or the twist of beef jerky, Or the slow slither Of snow cone syrup Running down your arms? What is better than This sweet dance On the tongue, And this book That pulls you in? It yells, “Over here!” And you hurry along With a red, sticky face. "Eating While Reading" from CANTO FAMILIAR by Gary Soto. Copyright © 1995 by Gary Soto. Used by Permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved. # Read-Aloud Stories Kipling, Rudyard. “How the Camel Got His Hump.” Just So Stories. New York: Puffin, 2008. (1902) Now this is the next tale, and it tells how the Camel got his big hump. In the beginning of years, when the world was so new and all, and the Animals were just
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beginning to work for Man, there was a Camel, and he lived in the middle of a Howling Desert because he did not want to work; and besides, he was a Howler himself. So he ate sticks and thorns and tamarisks and milkweed and prickles, most ‘scruciating idle; and when anybody spoke to him he said “Humph!” Just “Humph!” and no more. APPENDIX B 59 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Presently the Horse came to him on Monday morning, with a saddle on his back and a bit in his mouth, and said, “Camel, O Camel, come out and trot like the rest of us.” “Humph!” said the Camel; and the Horse we nt away and told the Man. Presently the Dog came to him, with a stick in his mouth, and said, “Camel, O Camel, come and fetch and carry like the rest of us.” “Humph!” said the Camel; and the Dog went away and told the Man. Presently the Ox came to him, wit h the yoke on his neck and said, “Camel, O Camel, come and plough like the rest of us.” “Humph!” said the Camel; and the Ox went away and told the Man. At the end of the day the Man called the Horse and the Dog and the Ox together, and said, “Three, O Thre e, I’m very sorry for you (with the world so new -and-all); but that Humph-thing in the Desert can’t work, or he would have been here by now, so I am going to leave him alone, and you must work double- time to make up for it.” That made the Three very angry (with the world so new-and-all), and they held a palaver, and
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an indaba, and a punchayet, and a pow-wow on the edge of the Desert; and the Camel came chewing milkweed most ’scruciating idle, and laughed at them. Then he said “Humph!” and went away again. Presently there came along the Djinn in charge of All Deserts, rolling in a cloud of dust (Djinns always travel that way because it is Magic), and he stopped to palaver and pow-wow with the Three. “Djinn of All Deserts,” said the Horse, “is it right for any one to be idle, with the world so new-and-all?” “Certainly not,” said the Djinn. “Well,” said the Horse, “there’s a thing in the middle of your Howling Desert (and he’s a Howler himself) with a long neck and long legs, and he hasn’t done a stroke of work since Monday morning. He won’t trot.” “Whew!” said the Djinn, whistling, “that’s my Camel, for all the gold in Arabia! What does he say about it?” “He says ‘Humph!’” said the Dog; “and he won’t fetch and carry.” “Does he say anything else?” “Only ‘Humph!’; and he won’t plough,” said the Ox. “Very good,” said the Djinn. “I’ll humph him if you will kindly wait a minute.” APPENDIX B 60 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Thurber, James. The Thirteen Clocks . Illustrated by Marc Simont. New York: New York Review Children’s Collection, 2008. (1950) From Chapter 1 Once upon a time, in a gloomy castle on a lonely hill, where there were thirteen clocks that wouldn’t go, there lived a cold aggressive Duke, and his niece, the Princess Saralinda. She was warm in every wind and weather, but he was always cold. His hands were as cold as his smile and almost as cold
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as his heart. He wore gloves when he was asleep, and he wore gloves when he was awake, which made it difficult for him to pick up pins or coins or kernels of nuts, or to tear the wings from nightingales. He was six feet four, and forty-six, and even colder than he thought he was. One eye wore a velvet patch; the other glittered through a monocle, which made half of his body seem closer to you than the other half. He had lost one eye when he was twelve, for he was fond of peering into nests and lairs in search of birds and animals to maul. One afternoon, a mother shrike had mauled him first. His nights were spent in evil dreams, and his days were given to wicked schemes. Wickedly scheming, he would limp and cackle through the cold corridors of the castle, planning new impossible feats for the suitors of Saralinda to perform. He did not wish to give her hand in marriage, since her hand was the only warm hand in the castle. Even the hands of his watch and the hands of all the thirteen clocks were frozen. They had all frozen at the same time, on a snowy night, seven years before, and after that it was always ten to five in the castle. Travelers and mariners would look up at the gloomy castle on the lonely hill an d say, “Time lies frozen there. It’s always Then. It’s never Now.” White, E. B. Charlotte’s Web . Illustrated by Garth Williams. New York: HarperCollins, 2001. (1952) From Chapter 1: “Before Breakfast” “Where’s Papa going with that ax?” said Fern to her m other as they were setting the table for breakfast. “Out to the hoghouse,” replied Mrs. Arable. “Some pigs were born
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last night.” “I don’t see why he needs an ax,” continued Fern, who was only eight. “Well,” said her mother, “one of the pigs is a runt. It’ s very small and weak, and it will never amount to anything. So your father has decided to do away with it.” “Do away with it?” shrieked Fern. “You mean kill it? Just because it’s smaller than the others?” Mrs. Arable put a pitcher of cream on the table. “Don’t yell, Fern!” she said. “Your father is right. The pig would probably die anyway.” Fern pushed a chair out of the way and ran outdoors. The grass was wet and the earth smelled of springtime. Fern’s sneakers were sopping by the time she caught up with her father. “Please don’t kill it!” she sobbed. “It’s unfair.” Mr. Arable stopped walking. “Fern,” he said gently, “you will have to learn to control yourself.” APPENDIX B 61 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects “Control myself?” yelled Fern. “This is a matter of life and death, and you talk about controlling myself.” Tears ran down her cheeks and she took hold of the ax and tried to pull it out of her father’s hand. “Fern,” said Mr. Arable, “I know more about raising a litter of pigs than you do. A weakling makes trouble. Now run along!” “But it’s unfair,” cried Fern. “The pig couldn’t help being born small, could it? If I had been very small at birth, would you have killed me?” Mr. Arable smiled. “Certainly not,” he said, looking down at his daughter with love. “But this is different. A little girl is one thing, a little runty pig is another.” “I see no difference,” replied Fern, still
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hanging on to the ax. “This is the most terrible case of injustice I ever heard of.” Selden, George. The Cricket in Times Square . Illustrated by Garth Williams. New York: Farrar, Straus and Giroux, 1960. (1960) From Chapter Three: “Chester” Tucker Mouse had been watching the Bellinis and listening to what they said. Next to scrounging, eaves-dropping on human beings was what he enjoyed most. That was one of the reasons he lived in the Times Square subway station. As soon as the family disappeared, he darted out across the floor and scooted up to the newsstand. At one side the boards had separated and there was a wide space he could jump through. He’d been in a few times befor e—just exploring. For a moment he stood under the three-legged stool, letting his eyes get used to the darkness. Then he jumped up on it. “Psst!” he whispered. “Hey, you up there—are you awake?” There was no answer. “Psst! Psst! Hey!” Tucker whispered agai n, louder this time. From the shelf above came a scuffling, like little feet feeling their way to the edge. “Who is that going ‘psst’?” said a voice. “It’s me,” said Tucker. “Down here on the stool.” A black head, with two shiny black eyes, peered down at him. “Who are you?” “A mouse,” said Tucker. “Who are you ?” “I’m Chester Cricket,” said the cricket. He had a high, musical voice. Everything he said seemed spoken in an unheard melody. “My name’s Tucker,” said Tucker Mouse. “Can I come up?” APPENDIX B 62 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects “I guess so,” said Chester Cricket. “This isn’t my house anyway.” Tucker jumped up beside the cricket and looked him
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all over. “A cricket,” he said admiringly. “So you’re a cricket. I never saw one before.” “I’ve seen mice before,” the cricket said. “I knew quite a few back in Connecticut.” “Is that where you’re from?” asked Tucker. “Yes,” said Chester. “I guess I’ll never see it again,” he added wistfully. Babbitt, Natalie. The Search for Delicious . New York: Farrar, Straus and Giroux, 1969. (1969) From the Prologue There was a time once when the earth was still very young, a time some call the oldest days. This was long before there were any people about to dig parts of it up and cut parts of it off. People came along much later, building their towns and castles (which nearly always fell down after a while) and plaguing each other with quarrels and supper parties. The creatures who lived on earth in that early time stayed each in his own place and kept it beautiful. There were dwarfs in the mountains, woldwellers in the forests, mermaids in the lakes, and, of course, winds in the air. There was one particular spot on the earth where a ring of mountains enclosed a very dry and dusty place. There were winds and dwarfs there, but no mermaids because there weren’t any lakes, and there were no woldwellers either because forests couldn’t grow in so dry a place. Then a remarkable thing happened. Up in the mountains one day a dwarf was poking about with a sharp tool, looking for a good spot to begin mining. He poked and poked until he had made a very deep hole in the earth. Then he poked again and clear spring water came spurting up in the hole. He hurried in great excitement to tell the other dwarfs and they all came running to see
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the water. They were so pleased that they built over it a fine house of heavy stones and they made a special door out of a flat rock and balanced it in its place very carefully on carved hinges. Then one of them made a whistle out of a small stone which blew a certain very high note tuned to just the right warble so that when you blew it, the door of the rock house would open, and when you blew it again, the door would shut. They took turns being in charge of the whistle and they worked hard to keep the spring clean and beautiful. Curtis, Christopher Paul. Bud, Not Buddy . New York: Random House, 1999. (1999) (Also listed as a story for grades 4 –5) From Chapter 1 Here we go again. We were all standing in line waiting for breakfast when one of the caseworkers came in and tap-tap-tap ed down the line. Uh-oh , this meant bad news, either they’d found a foster home for somebody or somebody was about to get paddled. All the kids watched the woman as she moved along the line, her high-heeled shoes sounding like little fire-crackers going off on the wooden floor. Shoot! She stopped at me and said, “Are you Buddy Caldwell?” APPENDIX B 63 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects I said, “It’s Bud, not Buddy, ma’am.” She put her hand on my shoulder and took me out of the line. Then she pulled Jerry, one of the littler boys, over. “Aren’t you Jerry Clark?” He nodded. “Boys , good news! Now that the school year has ended, you both have been accepted in new temporary-care homes starting this afternoon!” Jerry
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asked the same thing I was thinking, “Together?” She said, “Why no, Jerry, you’ll be in a family with three little girls…” Jerry looked like he’d just found out they were going to dip him in a pot of boiling milk. “…and Bud…” She looked at some papers she was holding. “Oh, yes, the Amoses, you’ll be with Mr. and Mrs. Amos and their son, who’s twelve years old, that makes him just two years older than you, doesn’t it, Bud?” Yes, ma’am.” She said, “I’m sure you’ll both be very happy.” Me and Jerry looked at each other. The woman said, “Now, now, boys, no need to look so glum, I know you don’t understand what it means, but the re’s a depression going on all over this country. People can’t find jobs and these are very, very difficult times for everybody. We’ve been lucky enough to find two wonderful families who’ve opened their doors for you. I think it’s best that we show our new foster families that we’re very…” She dragged out the word very, waiting for us to finish her sentence for her. Jerry said, “Cheerful, helpful and grateful.” I moved my lips and mumbled. She smiled and said, “Unfortunately, you won’t have time for breakfast. I’ll have a couple of pieces of fruit put in a bag. In the meantime go to the sleep room and strip your beds and gather all of your things.” Here we go again. I felt like I was walking in my sleep as I followed Jerry back to the room where all the boy s’ beds were jim -jammed together. This was the third foster home I was going to and I’m used to packing up and leaving, but it still surprises me that there are always a few
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seconds, right after they tell you you’ve got to go, when my nose gets all runny a nd my throat gets all choky and my eyes get all sting-y. But the tears coming out doesn’t happen to me anymore, I don’t know when it first happened, but is seems like my eyes don’t cry anymore. APPENDIX B 64 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Say, Allen. The Sign Painter . New York: Houghton Mifflin, 2000. (2000) “Are you lost, son?” the man asked. “Yes . . . I mean no. I need a job,” the young man stammered looking not much more than a boy. “Tell me what you can do.” “I can paint.” “Ah, an artist. Are you good at faces?” “I think so.” “Can you paint them big?” “Yes.” “All right, I’m interested.” The man put down the brush, and said, “Come with me.” Excerpt from THE SIGN PAINTER by Allen Say. Copyright © 2000 by Allen Say. Used by Permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved. # Read-Aloud Poetry Lear, Edward. “The Jumblies.” Sing a Song of Popcorn: Every Child’s Book of Poems. Selected by Beatrice Schenk de Regniers et al. Illustrated by Marcia Brown et al. New York: Scholastic, 1988. (1871) They went to sea in a sieve, they did; In a sieve they went to sea: In spite of all their friends could say, On a winter’s morn, on a stormy day, In a sieve they went to sea. And when the sieve turned round and round, And every one cried, “You’ll all be drowned!” They called aloud, “Our sieve ain’t big; But we don’t care a button, we don’t care a fig: In a sieve we’ll go
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to sea!” Far and few, far and few, Are the lands where the Jumblies live: Their heads are green, and their hands are blue And they went to sea in a sieve. APPENDIX B 65 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects They sailed away in a sieve, they did, In a sieve they sailed so fast, With only a beautiful pea-green veil Tied with a ribbon, by way of a sail, To a small tobacco-pipe mast. And every one said who saw them go, “Oh! won’t they be soon upset, you know? For the sky is dark, and the voyage is long; And, happen what may, it’s extremely wrong In a sieve to sail so fast.” Far and few, far and few, Are the lands where the Jumblies live: Their heads are green, and their hands are blue And they went to sea in a sieve. The water it soon came in, it did; The water it soon came in: So, to keep them dry, they wrapped their feet In a pinky paper all folded neat; And they fastened it down with a pin. And they passed the night in a crockery-jar; And each of them said, “How wise we are! Though the sky be dark, and the voyage be long, Yet we never can think we were rash or wrong, While round in our sieve we spin.” Far and few, far and few, Are the lands where the Jumblies live: Their heads are green, and their hands are blue And they went to sea in a sieve. And all night long they sailed away; And when the sun went down, They whistled and warbled a moony song To the echoing sound of a coppery gong,
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In the shade of the mountains brown.” O Timballoo! How happy we are When we live in a sieve and a crockery-jar! And all night long, in the moonlight pale, We sail away with a pea-green sail In the shade of the mountains brown Far and few, far and few, Are the lands where the Jumblies live: Their heads are green, and their hands are blue And they went to sea in a sieve. APPENDIX B 66 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects They sailed to the Western Sea, they did, — To a land all covered with trees: And they bought an owl, and a useful cart, And a pound of rice, and a cranberry-tart, And a hive of silvery bees; And they bought a pig, and some green jackdaws, And a lovely monkey with lollipop paws, And forty bottles of ring-bo-ree, And no end of Stilton cheese. Far and few, far and few, Are the lands where the Jumblies live: Their heads are green, and their hands are blue And they went to sea in a sieve. And in twenty years they all came back, — In twenty years or more; And every one said, “How tall they’ve grown! For they’ve been to the Lakes, and the Torrible Zone, And the hills of the Chankly Bore. “And they drank their health, and gave th em a feast Of dumplings made of beautiful yeast; And every one said, “If we only live, We, too, will go to sea in a sieve, To the hills of the Chankly Bore. Far and few, far and few, Are the lands where the Jumblies live: Their heads are green, and their hands are blue And they went to sea
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in a sieve. Browning, Robert. The Pied Piper of Hamelin . Illustrated by Kate Greenaway. New York: Knopf, 1993. (1888) Hamelin Town’s in Brunswick, By famous Hanover city; The river Weser, deep and wide, Washes its wall on the southern side; A pleasanter spot you never spied; But, when begins my ditty, Almost five hundred years ago, To see the townsfolk suffer so From vermin, was a pity. Rats! APPENDIX B 67 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects They fought the dogs and killed the cats, And bit the babies in the cradles, And ate the cheeses out of the vats. And licked the soup from the cook’s own ladles, Split open the kegs of salted sprats, Made nests inside men’s Sunday hats, An d even spoiled the women’s chats, By drowning their speaking With shrieking and squeaking In fifty different sharps and flats. At last the people in a body To the Town Hall came flocking: “Tis clear,” cried they, “our Mayor’s a noddy; And as for our Corporation —shocking To think we buy gowns lined with ermine For dolts that can’t or won’t determine What’s best to rid us of our vermin! You hope, because you’re old and obese, To find in the furry civic robe ease? Rouse up, sirs! Give your brains a racking To find the remedy we’re lacking, Or, sure as fate, we’ll send you packing!” At this the Mayor and Corporation Quaked with a mighty consternation. Johnson, Georgia Douglas. “Your World.” Words with Wings: A Treasury of African-American Poetry and Art . Selected by Belinda Rochelle. New York: HarperCollins, 2001. (1918) Your world is as big as you make it. I know, for I used to abide In the narrowest
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nest in a corner, My wings pressing close to my side. But I sighted the distant horizon Where the skyline encircled the sea And I throbbed with a burning desire To travel this immensity. I battered the cordons around me And cradled my wings on the breeze, Then soared to the uttermost reaches With rapture, with power, with ease! APPENDIX B 68 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Eliot, T. S. “The Song of the Jellicles.” Old Possum’s Book of Practical Cats . Illustrated by Edward Gorey. Orlando: Harcourt, 1982. (1939) Fleischman, Paul. “Fireflies.” Joyful Noise: Poems for Two Voices. Illustrated by Eric Beddows. New York: HarperCollins, 1988. (1988) Light Light is the ink we use Night Night is our parchment We’re fireflies fireflies flickering flitting flashing fireflies glimmering fireflies gleaming glowing Insect calligraphers Insect calligraphers practicing penmanship copying sentences Six-legged scribblers Six-legged scribblers of vanishing messages, fleeting graffiti Fine artists in flight Fine artists in flight adding dabs of light bright brush strokes Signing the June nights Signing the June nights as if they were paintings as if they were paintings We’re flickering fireflies fireflies flickering fireflies. fireflies. TEXT COPYRIGHT © 1988 BY PAUL FLEISCHMAN. Used by permission of HarperCollins Publishers. # Sample Performance Tasks for Stories and Poetry Students ask and answer questions regarding the plot of Patricia MacLachlan’s Sarah, Plain and Tall, explicitly referring to the book to form the basis for their answers. [RL.3.1] Students explain how Mark Teague’s illustrations contribute to what is conveyed in Cynthia Rylant’s Poppleton in Winter to create the mood and emphasize aspects of characters and setting in the story. [RL.3.7] APPENDIX B 69 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy
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in History/Social Studies, Science, and Technical Subjects Students read fables and folktales from diverse cultures that represent various origin tales, such as Rudyard Kipling’s “How the Camel Got His Hump” and Natalie Babbitt’s The Search for Delicious , and paraphrase their central message, lesson, or moral . [RL.2.2] Students describe the overall story structure of The Thirteen Clocks by James Thurber , describing how the interactions of the characters of the Duke and Princess Saralinda introduce the beginning of the story and how the suspenseful plot comes to an end . [RL.2.5] When d iscussing E. B. White’s book Charlotte’s Web , students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well as from that of the narrator .[RL.3.6] Students describe how the character of Bud in Christopher Paul Curtis ’ story Bud, Not Buddy responds to a major event in his life of being placed in a foster home. [RL.2.3] Students read Paul Fleischman’s poem “Fireflies,” determining the meaning of words and phrases in the poem , particularly focusing on identifying his use of nonliteral language (e.g., “light is the ink we use”) and talking about how it suggests meaning. * RL.3.4] # Informational Texts Aliki. A Medieval Feast . New York: HarperCollins, 1986. (1983) It was announced from the palace that the King would soon make a long journey. On the way to his destination, the King and his party would spend a few nights at Camdenton Manor. The lord of the manor knew what this meant. The king traveled with his Queen, his knights, squires, and other members of his court. There could be a hundred mouths to feed! Preparations for the visit began at once. The lord and lady of the manor had their serfs to help them.
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The serfs lived in huts provided for them on the lord’s estate, each with its own plot of land. In return, they were bound to serve the lord. They farmed his land, managed his manor house, and if there was a war, they had to go to battle with the lord and the King. But now they prepared. The manor had its own church, which was attended by everyone on the estate. The manor house had to be cleaned, the rooms readied, tents set up for the horsemen, fields fenced for the horses. And above all, provisions had to be gathered for the great feast. The Royal Suite was redecorated. Silk was spun, new fabric was woven. The R oyal Crest was embroidered on linen and painted on the King’s chair. The lord and his party went hunting and hawking for fresh meat. APPENDIX B 70 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Hunting was a sport for the rich only. The wild animals that lived on the lord’s estate belonged to him. Anyone caught poaching —hunting illegally —was severely punished. Falcons and hawks were prized pets. They were trained to attack birds for their masters to capture. They trapped rabbits and birds of all kinds, and fished for salmon and eels and trout. Serfs hid in bushes and caught birds in traps. They set ferrets in burrows to chase out rabbits. There were fruits and vegetables growing in the garden, herbs and flowers for sauces and salads, and bees made honey for sweetening. COPYRIGHT © 1983 BY ALIKI BRANDENBERG. Used by permission of HarperCollins Publishers. Gibbons, Gail. From Seed to Plant . New York: Holiday House, 1993. (1991) From “A ‘From Seed to Plant’ Project” How
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to raise bean plants 1. Find a clean glass jar. Take a piece of black construction paper and roll it up. 2. Slide the paper into the jar. Fill the jar with water. 3. Wedge the bean seeds between the black paper and the glass. Put the jar in a warm place. 4. In a few days the seeds will begin to sprout. Watch the roots grow down. The shoots will grow up. 5. Put dirt into a big clay pot. 6. Carefully remove the small plants from the glass jar. Place them in the soil, covering them up to the base of their shoots. 7. Water them…and watched them grow. Copyright © 1991 by Gail Gibbons. Used by permission. Milton, Joyce. Bats: Creatures of the Night . Illustrated by Joyce Moffatt. New York: Grosset & Dunlap, 1993. (1993) No one has lived on this farm for years. The barn looks empty. But it isn’t! Strange creatures are sleeping in the loft. As the sun goes down, they take to the air. From BATS: CREATURES OF THE NIGHT by Joyce Milton. Text © 1993 by Joyce Milton. Illustrations © 1993 by Judith Moffatt. Used by permission of Grosset & Dunlap, A Division of Penguin Young Readers Group, A Member of Penguin Group (USA) Inc. All rights reserved. APPENDIX B 71 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Beeler, Selby. Throw Your Tooth on the Roof: Tooth Traditions Around the World . Illustrated by G. Brian Karas. New York: Houghton Mifflin, 2001. (1998) Has this ever happened to you? You find a loose tooth in your mouth. Yikes! You can wiggle it with your finger. You can push it back and forth with your tongue. Then one day
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it falls out. There you are with your old baby tooth in your hand and a big hole in your mouth. It happens to everyone, everywhere, all over the world. “Look! Look! My tooth fell out! My tooth fell out!” But what happens next? What in the world do you do with your tooth? North America United States I put my tooth under my pillow. While I’m sound asleep, the Tooth Fairy will come into my room, take my tooth, and leave some money in its place. Mexico When I go to sleep, I leave my tooth in a box on the bedside table. I hope El Ratón, the magic mouse, will take my tooth and bring me some money. He leaves more money for a front tooth. Yupik My mother wraps my tooth in a food, like meat or bread. Then I feed it to a female dog and say, “Replace this tooth with a better one.” Yellowknife Déné My mother or grandmother takes my tooth and puts it in a tree and then my family dances around it. This makes certain that my new tooth will grow in as straight as a tree. Navajo My mother saves my tooth until my mouth stops hurting. Then we take my tooth to the southeast, away from our house. We bury the tooth on the east side of a healthy young sagebrush, rabbit bush, or pinyon tree because we believe that east is the direction associated with childhood. Excerpted from THROW YOUR TOOTH ON THE ROOF: Tooth Traditions From Around the World. Text Copyright © 1998 by Selby B. Beeler. Used by Permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved. Leonard, Heather. Art Around the World . New York: Rigby, 1998. (1998) APPENDIX B 72 > OREGON COMMON CORE
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STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Ruffin, Frances E. Martin Luther King and the March on Washington. Illustrated by Stephen Marchesi. New York: Grosset & Dunlap, 2000. (2000) August 28, 1963 It is a hot summer day in Washington, D.C. More than 250,000 people are pouring into the city. They have come by plane, by train, by car, and by bus. From MARTIN LUTHER KING, JR. AND THE MARCH ON WASHINGTON: ALL ABOARD READING by Frances E. Ruffin, illustrated by Stephen Marchesi. Text © 2001 by Frances E. Ruffin. Illustrations © 2001 by Stephen Marchesi. Used by permission of Grosset & Dunlap, A Division of Penguin Young Readers Group, A Member of Penguin Group (USA) Inc. All rights reserved. St. George, Judith. So You Want to Be President? Illustrated by David Small. New York: Philomel, 2000. (2000) Every single President has taken this oath: “I do solemnly swear (or affirm) that I will faithfully execute the office of President of the United States, and will to the best of my ability, preserve, protect, and defend the Constitution of the United States.” Only thirty-five words! But it’s a big order if you’re President of this country. Abraham Lincoln was tops at filling that order. “I kno w very well that many others might in this matter or as in others, do better than I can,” he said. “But…I am here. I must do the best I can, and bear the responsibility of taking the course which I feel I ought to take.” That’s the bottom line. Tall, shor t, fat, thin, talkative, quiet, vain, humble, lawyer, teacher, or soldier — this is what most of our Presidents have tried to do, each in his own way. Some succeeded. Some failed. If
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you want to be President —a good President —pattern your self after the best. Our best have asked more of themselves than they thought they could give. They have had the courage, spirit, and will to do what they knew was right. Most of all, their first priority has always been the people and the country they served. From SO YOU WANT TO BE PRESIDENT? By Judith St. George, illustrated by David Small. Text © 2000 by Judith St. George. Illustrations © 2000 by David Small. Used by permission of Philomel Books, A Division of Penguin Young Readers Group, A Member of Penguin Group (USA) Inc, all rights reserved. Einspruch, Andrew. Crittercam . National Geographic Windows on Literacy Series. Washington, D.C.: National Geographic, 2004. (2004) Kudlinski, Kathleen V. Boy, Were We Wrong About Dinosaurs . Illustrated by S. D. Schindler. New York: Dutton, 2005. (2005) APPENDIX B 73 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Long, long ago, before people knew anything about dinosaurs, giant bones were found in China. Wise men who saw the bones tried to guess what sort of enormous animal they could have come from. After they studied the fossil bones, the ancient Chinese decided that they came from dragons. They thought these dragons must have been magic dragons to be so large. And they believed that dragons could still be alive. Boy, were they wrong! No one knows exactly what dinosaurs looked like. All that is left of them are fossil bones and a few other clues. Now that we think that many of our own past guesses about dinosaurs were just as wrong as those of ancient China. Some of our mistakes were little ones. When the first fossil bones of
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Iguanodon were found, one was shaped like a rhino’s horn. Scientists guessed that the strange horn fit like a spike on Iguanodon ’s nose Boy, were we wrong about Iguanodon ! When a full set of fossil bones was found later, there were two pointed bones, they were part of Iguanodon ’s hands, not its nose! Other new clues show us that we may have been wrong about every kind of dinosaur. Some of our first drawings of dinosaurs showed them with their elbows and knees pointing out to the side, like a lizard’s. With le gs like that, big dinosaurs could only waddle clumsily on all fours or float underwater. Now we know that their legs were straight under them, like a horse’s. Dinosaurs were not clumsy. The sizes and shapes of their leg bones see to show that some were as fast and graceful as deer. From BOY, WERE WE WRONG ABOUT DINOSAURS by Kathleen Kudlinski, illustrated by S.D. Schindler. Text copyright © 2005 by Kathleen V. Kudlinski. Illustrations © 2005 by S.D. Schindler. Used by permission of Dutton Children's Books, A Division of Penguin Young Readers Group, A Member of Penguin Group (USA) Inc. All rights reserved. Davies, Nicola. Bat Loves the Night . Illustrated by Sarah Fox-Davies. Cambridge, Mass.: Candlewick, 2001. (2001) Floca, Brian. Moonshot: The Flight of Apollo 11 . New York: Atheneum, 2009. (2009) High above there is the Moon, cold and quiet, no air, no life, but glowing in the sky. Here below there are three men who close themselves in special clothes, who —click —lock hands in heavy gloves, who —click —lock heads in large round helmets. APPENDIX B 74 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects It is
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summer here in Florida, hot, and near the sea. But now these men are dressed for colder, stranger places. They walk with stiff and awkward steps in suits not made for Earth. They have studied and practiced and trained, and said good-bye to family and friends. If all goes well, they will be gone for one week, gone where no one has been. Their two small spaceships are Columbia and Eagle . They sit atop the rocket that will raise them into space, a monster of a machine: It stands thirty stories, it weighs six million pounds, a tower full of fuel and fire and valves and pipes and engines, too big to believe, but built to fly —the mighty, massive Saturn V. The astronauts squeeze in to Columbia ’s sideways seats, lying on t heir backs, facing toward the sky — Neil Armstrong on the left, Michael Collins in the right, Buzz Aldrin in the middle. Click and they fasten straps. Click and the hatch is sealed. There they wait, while the Saturn hums beneath them. Near the rocket, in Launch Control, and far away in Houston, in Mission Control, there are numbers, screens, and charts, ways of watching and checking every piece of the rocket and ships, the fuel, the valves, the pipes, the engines, the beats of the astronauts’ hearts. As the countdown closes, each man watching is asked the question: GO/NO GO? And each man answers back: “GO.” “GO.” “GO.” Apollo 11 is GO for launch. Reprinted with the permission of Atheneum Books for Young Readers, an imprint of Simon & Schuster Children's Publishing Division from MOONSHOT: The Flight of Apollo 11 by Brian Floca. Copyright © 2009 by Brian Floca. Thomson, Sarah L. Where Do Polar Bears Live? Illustrated by Jason Chin. New York: HarperCollins,
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2010. (2010) This island is covered with snow. No trees grow. Nothing has green leaves. The land is white as far as you can see. Then something small and round and black pokes up out of the snow. A black nose sniffs the air. Then a smooth white head appears. A mother polar bear heaves herself out of her den. A cub scrambles after her. When the cub was born four months ago, he was no bigger than a guinea pig. Blind and helpless, he snuggled in his mother’s fur. He drank her milk and grew, safe from the long Arctic winter. APPENDIX B 75 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Outside the den, on some days, it was fifty degrees below zero. From October to February, the sun never rose. Now it is spring —even though snow still covers the land. The cub is about the size of a cocker spaniel. He’s ready to leave the den. For the first time, he sees bright sunli ght and feels the wind ruffle his fur. The cub tumbles and slides down icy hills. His play makes him strong and teaches him to walk and run in snow. Like his mother, the cub is built to survive in the Arctic. His white fur will grow to be six inches thick —longer than your hand. The skin beneath the cub’s fur is black. It soaks up the heat of the sun. Under the skin is a layer of fat. Like a snug blanket, this blubber keeps in the heat of the bear’s body. Polar bears get too hot more easily than they get too cold. They stretch out on the ice to cool off. Used by permission of HarperCollins
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Publishers. # Read-Aloud Informational Texts Freedman, Russell. Lincoln: A Photobiography . New York: Houghton Mifflin, 1989. (1987) From Chapter One: “The Mysterious Mr. Lincoln” Abraham Lincoln wasn’t the sort of man who could lose himself in a crowd. After all, he stood six feet four inches tall. And to top it off, he wore a high silk hat. His height was mostly in his long bony legs. When he sat in a chair, he seemed no taller than anyone else. I was only when he stood up that he towered over other men. At first glance, most people thought he was homely. Lincoln thought so too, once referring to his “poor, lean, lank face.” As a young man he was sensitive about his gaw ky looks, but in time, he learned to laugh at himself. When a rival called him “two -faced” during a political debate, Lincoln replied: “I leave it to my audience. If I had another face, do you think I’d wear this one?” According to those who knew him, Lincoln was a man of many faces. In repose, he often seemed sad and gloomy. But when he began to speak, his expression changed. “The dull, listless features dropped like a mask,” said a Chicago newspaperman. “The eyes began to sparkle, the mouth to smile, the whole countenance was wreathed in animation, so that a stranger would have said, ‘Why, this man, so angular and solemn a moment ago, is really handsome.’” Lincoln was the most photographed man of his time, but his friends insisted that no photo ever did him justice. It’s no wonder. Back then cameras required long exposures. The person being photographed had to “freeze” as the seconds ticked by. If he blinked an eye, the picture would be blurred. That’s why Lincoln looks so
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stiff and formal in his photos. We never see him laughing or joking. APPENDIX B 76 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Coles, Robert. The Story of Ruby Bridges . Illustrated by George Ford. New York: Scholastic, 1995. (1995) Ruby Bridges was born in a small cabin near Tylertown, Mississippi. “We were very poor, very, very poor,” Ruby said. “ My daddy worked picking crops. We just barely got by. There were times when we didn’t have much to eat. The people who owned the land were bringing in machines to pick the crops, so my daddy lost his job, and that’s when we had to move. “I remember us leaving. I was four, I think.” In 1957, the family moved to New Orleans. Ruby’s father became a janitor. Her mother took care of the children during the day. After they were tucked in bed, Ruby’s mother went to work scrubbing floors in a bank. Every Sunday, the family went to church. “We wanted our children to be near God’s spirit,” Ruby’s mother said. “We wanted them to start feeling close to Him from the start.” At that time, black children and white children went to separate schools in New Orleans. The black children were not able to receive the same education as the white children. It wasn’t fair. And it was against the nation’s law. In 1960, a judge ordered four black girls to go to two white elementary schools. Three of the girls were sent to McDonogh 19. Six-year-old Ruby Bridges was sent to first grade in the William Frantz Elementary School. Ruby’s parents were proud that their daughter had been chosen to take part in an important event in American history. They went
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to church. “We sat there and prayed to God,” Ruby’s mother said, “that we’d all be strong and we’d have courage and we’d get through any trouble; and Ruby would be a good girl and she’d hold her head up high and be a credit to her own people and a credit to all the American people. We prayed long and we prayed hard.” On Ruby’s first day, a large crowd of angry white people gathered outside the Frantz Elementary School. The people carried signs that said they didn’t want black children in a white school. People called Ruby names; some wanted to hurt her. The city and state police did not help Ruby. The President of the United States ordered federal marshals to walk with Ruby into the school building. The marshals carried guns. Every day, for weeks that turned into months, Ruby experienced that kind of school day. She walked to the Frantz School surrounded by marshals. Wearing a clean dress and a bow in her hair and carrying her lunch pail, Ruby walked slowly for the first few blocks. As Ruby approached the school, APPENDIX B 77 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects she saw a crowd of people marching up and down the street. Men and women and children shouted at her. They pushed toward her. The marshals kept them from Ruby by threatening to arrest them. Ruby would hurry through the crowd and not say a word. From THE STORY OF RUBY BRIDGES by Robert Coles. Copyright © 1995 by Robert Coles. Used by permission of Scholastic Inc. Wick, Walter. A Drop of Water: A Book of Science and Wonder . New York: Scholastic, 1997. (1997) From “Soap Bubbles” There are
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few objects you can make that have both the dazzling beauty and delicate precision of a soap bubble. Shown here at actual size, this bubble is a nearly perfect sphere. Its shimmering liquid skin is five hundred times thinner than a human hair. Bubbles made of plain water break almost as quickly as they form. That’s because surface tension is so strong the bubbles collapse. Adding soap to water weakens water’s surface tension. This allows a film of soapy water to stretch and stretch without breaking. When you blow a bubble, it looks somewhat like a drop of water emerging from a faucet. And just like the surface of a drop of water, the bubble’s surface shrinks to form a sphere. Spheres and circles are mathematical shapes. Because they can form spontaneously, they are also shapes of nature. From A DROP OF WATER: A BOOK OF SCIENCE AND WONDER by Walter Wick. Scholastic Inc./Scholastic Press. Copyright © 1997 by Walter Wick. Used by permission. Smith, David J. If the World Were a Village: A Book about th e World’s People . Illustrated by Shelagh Armstrong. Toronto: Kids Can Press, 2002. (2002) From “Welcome to the Global Village” Earth is a crowded place and it is getting more crowded all the time. As for January 1, 2002 the world’s population was 6 billion, 200 million —that’s 6,200,000,000. Twenty -three countries have more than fifty million (50,000,000) people. Ten countries each have more than one hundred million (100,000,000) people. China has nearly one billion, three hundred million people (1,3000,000,000). Numbers like this are hard to understand, but what if we imagined the whole population of the world as a village of just 100 people? In this imaginary village, each person would represent about sixty-two million (62,000,000) people from the real world. One
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hundred people would fit nicely into a small village. By learning about the villagers —who they are and how they live —perhaps we can find out more about our neighbors in the real world and the problems our planet may face in the future. Ready to enter the global village? Go down into the valley and walk through the gates. Dawn is chasing away the night shadows. The smell of wood smoke hangs in the air. A baby awakes and cries. APPENDIX B 78 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Come and meet the people of the global village. Material from If the World Were a Village: A Book about the World's People written by David J. Smith is used by permission of Kids Can Press Ltd., Toronto. Text © 2002 David J. Smith. Aliki. Ah, Music! New York: Harper Collins, 2005. (2003) What is music? Music is sound. If you hum a tune, play an instrument, or clap out a rhythm, you are making music. You are listening to it, too. *…+ Music through the Ages Music grew from one century to the next. In the early and middle ages, new forms of music developed. Christianity inspired church music. Music became polyphonic —played and sung in two or more melodic parts. Notations were invented. Music was no longer a one-time performance. Now it would be written and preserved for other musicians and generations. Used by permission of HarperCollins Publishers. Mark, Jan. The Museum Book: A Guide to Strange and Wonderful Collections . Illustrated by Richard Holland. Cambridge, Mass.: Candlewick, 2007. (2007) From Chapter One Suppose you went into a museum and you didn’t know what it was. Imagine: it’s raining, there’s a large building nearby
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with an open door, and you don’t have to pay to go in. It looks like an ancient Greek temple. Temples are places of worship, so you’d better go in quietly. But inside it doesn’t seem much lik e any temple or mosque or church you have ever been in. That is, it looks like all of them, but the furniture is out of place. Perhaps it’s a hotel; it has fifty rooms, but there is only one bed, although it is a very splendid bed. Apparently Queen Elizabeth I slept in it. Or perhaps there are fifty beds, but they are all in one room and you can’t sleep in any of them. There are red velvet ropes to keep you out. Farther down the corridor you notice a steam locomotive. It’s a train station! But there is no track except for a few yards that the engine is resting on, and already you have seen something else. Across the hall is a totem pole that goes right up to the roof, standing next to a Viking ship. Beyond it is a room full of glass cases displaying rocks, more kinds of rocks than you ever knew existed, from diamonds to meteorites. From where you are standing, you can see into the next room, where the glass cases are full of stuffed fish; and the next, which is lined with shelves of Roman pottery; and the next, which is crowded with birds; and after that, lions and giraffes and pandas and whales. APPENDIX B 79 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects It must be a zoo. *…+ Just then you see someone walking toward you who isn’t dead— you hope. He is wearing a uniform
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with a badge on it that reads Guide . “Enjoying yourself?” he says. You say, “Where did you get all this stuff?” “All?” he says. “These are just the things we show to the public. Down in the basement there’s a hundred thousand times more. Do you know,” he murmurs, “we’ve got twenty-seven two-headed sheep?” “But why?” you ask. “Why do you have any two-headed sheep.” “Because people give them to us,” he says. “And so that you can look at them. Where else would you see one? Where else would you be able to see the mummy case of King Tutankhamun, the first plane to fly the Atlantic, the first train engine, the last dodo, a diplodocus , the astrolabe of Ahmad of Isfahan (an example of the oldest scientific instrument in the world), chicken-skin gloves, the lantern carried by Guy Fawkes w hen he went to blow up the British Parliament buildings, a murderer’s trigger finger—?” “But where am I?” you say. “What is this place?” And he says, “It’s a museum.” THE MUSEUM BOOK. Text Copyright © 2007 Jan Mark. Reproduced by permission of the publisher, Candlewick Press, Somerville, MA. D’Aluisio, Faith. What the World Eats . Photographed by Peter Menzel. New York: Random House, 2008. (2008) Arnosky, Jim. Wild Tracks! A Guide to Nature’s Footprints . New York: Sterling, 2008. (2008) “Feline Tracks” Of all the larger predators, wildcats are the most likely to use the same trails again and again. In deep snow, their habitual routes become gully trails in which the feline tracks going to and coming from their hunting grounds are preserved, down out of the wind, away from blowing snow. A cat’s sharp retractable claws do not show in its track unless the cat has lunged to catch its prey or scratched
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the ground to cover its droppings. Only cats thoroughly cover their droppings. Bobcat, lion, and jaguar paws all have three-lobed heels. The lynx, the ocelot, and the jaguarondi have single lobed-heels. APPENDIX B 80 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects The wildcats we have in North America are, from the smallest to the largest: ocelot, jaguarondi, bobcat, lynx, American lion, and jaguar. From Wild Tracks! A Guide to Nature's Footprints © 2008 by Jim Arnosky. Used with permission from Sterling Publishing Co., Inc. Deedy, Carmen Agra. 14 Cows for America . In collaboration with Wilson Kimeli Naiyomah. Illustrated by Thomas Gonzalez. Atlanta: Peachtree, 2009. (2009) The remote village waits for a story to be told. News travels slowly to this corner of Kenya. As Kimeli nears his village, he watches a herd of bull giraffes cross the open grassland. He smiles. He has been away a long time. A girl sitting under a guava tree sees him first and cries out to the others. The children run to him with the speed and grace of cheetahs. He greets them with a gentle touch on his head, a warrior’s blessing. The rest of the tribe soon surrounds Kimeli. These are his people. These are the Maasai. Once they were feared warriors. Now they live peaceably as nomadic cattle herders. They treat their cows as kindly as they do their children. They sign to them. They give them names. They shelter the young ones in their homes. Without the herd, the tribe might starve. To the Maasai, the cow is life. “Súpa . Hello,” Kimeli hears again and again. Everyone wants to greet him. His eyes find his mother across the enkáng , the ring of huts with
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their roofs of sun-baked dung. She spreads her arms and calls to him, “ Aakúa . Welcome, my son.” Kimeli sighs. He is home. This is sweeter and sadder because he cannot stay. He must return to the faraway country where he is learning to be a doctor. He thinks of New York then. He remembers September. A child asks if he has brought any stories. Kimeli nods. He has brought with him one story. It has burned a hole in his heart. But first he must speak with the elders. Later, in a tradition as old as the Maasai, the rest of the tribe gathers under an acacia tree to hear the story. There is a terrible stillness in the air as the tale unfolds. With growing disbelief, men, women, and children listen. Buildings so tall they can touch the sky? Fires so hot they can melt iron? Smoke and dust so thick they can block out the sun? The story ends. More than three thousand souls are lost. A great silence falls over the Maasai. Kimeli waits. He knows his people. They are fierce when provoked, but easily moved to kindness when they hear of suffering or injustice. At last, an elder speaks. He is shaken, but above all, he is sad. “What can we do for these poor people?” Nearby, a cow lows. Heads turn toward the herd. “To the Maasai,” Kimeli says softly, “the cow is life.” APPENDIX B 81 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Turning to the elders, Kimeli offers his only cow, Enkarûs. He asks for their blessing. They give it gladly. But they want to offer something more. The tribe sends word to the United States Embassy in
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Nairobi. In response, the embassy sends a diplomat. His jeep jounces along the dusty, rugged roads. He is hot and tired. He thinks he is going to meet with Maasai elders. He cannot be more wrong. As the jeep nears the edge of the village the man sits up. Clearly, this is no ordinary diplomatic visit. This is… …a ceremony. Hundreds of Maasai greet the American in full tribal splendor. At the sight of the brilliant blood-red tunics and spectacular beaded collars, he can only marvel. It is a day of sacred ritual. Young warriors dance, leaping into the air like fish from a stream. Women sing mournful songs. Children fill their bellies with milk. Speeches are exchanged. And now it is time. Kimeli and his people gather on a sacred knoll, far from the village. The only sound is the gentle chiming of cowbells. The elders chant a blessing in Maa as the Maasai people of Kenya present… …fourteen cows for America. Because there is no nation so powerful it cannot be wounded, nor a people so small they cannot offer mighty comfort. Copyright © 2009 by Carmen Agra Deedy. Used by permission. # Sample Performance Tasks for Informational Texts Students read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining to who, what, where, when, why, and how such a meal happens and by answering using key details . [RI.2.1] Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the specific points she is making in the text .[RI.2.8] Students read Selby Beeler’s Throw Your Tooth on the Roof: Tooth Traditions Around the World and identify what Beeler wants to answer
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as well as explain the main purpose of the text . [RI.2.6] Students determine the meanings of words and phrases encountered in Sarah L. Thomson’s Where Do Polar Bears Live? , such as cub , den , blubber , and the Arctic . [RI.2.4] Students explain how the main idea that Lincoln had “many faces ” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text . [RI.3.2] Students read Robert Coles’s retelling of a series of historical events in The Story of Ruby Bridges .Using their knowledge of how cause and effect gives order to events , they use specific language to describe the sequence of events that leads to Ruby desegregating her school. [RI.3.3] Students explain how the specific image of a soap bubble and other accompanying illustrations in Walter Wick’s A Drop of Water: A Book of Science and Wonder contribute to and clarify their understanding of bubbles and water. [RI.2.7] APPENDIX B 82 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects Students use text features , such as the table of contents and headers, found in Aliki’s text Ah, Music! to identify relevant sections and locate information relevant to a given topic (e.g., rhythm, instruments, harmony) efficiently . [RI.3.5] # Grades 4 –5 Text Exemplars # Stories Carroll, Lewis. Alice’s Adventures in Wonderland . Illustrated by John Tenniel. New York: William Morrow, 1992. (1865) From Chapter 1: “Down the Rabbit -Hole” Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, ‘and what is the use of
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"page_id": null,
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a book,’ thought Alice ‘without pictures or conversation?’ So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her. There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out of the way to hear the Rabbit say to itself, ‘Oh dear! Oh dear! I shall be late!’ (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge. In another moment down went Alice after it, never once considering how in the world she was to get out again. Burnett, Frances Hodgson. The Secret Garden . New York: HarperCollins, 1985. (1911) From “There’s No One Left” When Mary Lennox was sent to Misselthwaite Manor to live with her uncle everybody said she was the most disagreeable-looking child ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour expression. Her hair was yellow, and her face was yellow because she had been
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born in India and had always been ill in one way or another. Her father had held a position under the English Government and had always been busy and ill himself, and her mother had been a great beauty who cared only to go to parties and amuse herself with gay people. She had not wanted a little girl at all, and when Mary was born she handed her over to the care of an Ayah, who was made to understand that if she wished to please the Mem Sahib she must keep the child out of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also. She never remembered seeing APPENDIX B 83 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects familiarly anything but the dark faces of her Ayah and the other native servants, and as they always obeyed her and gave her her own way in everything, because the Mem Sahib would be angry if she was disturbed by her crying, by the time she was six years old she was as tyrannical and selfish a little pig as ever lived. The young English governess who came to teach her to read and write disliked her so much that she gave up her place in three months, and when other governesses came to try to fill it they always went away in a shorter time than the first one. So if Mary had not chosen to really want to know how to read books she would never have learned her letters at all. One frightfully hot
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morning, when she was about nine years old, she awakened feeling very cross, and she became crosser still when she saw that the servant who stood by her bedside was not her Ayah. “Why did you come?” she said to the strange woman. “I will not let you stay. Send my Ayah to me.” The woman looked frightened, but she only stammered that the Ayah could not come and when Mary threw herself into a passion and beat and kicked her, she looked only more frightened and repeated that it was not possible for the Ayah to come to Missie Sahib. There was something mysterious in the air that morning. Nothing was done in its regular order and several of the native servants seemed missing, while those whom Mary saw slunk or hurried about with ashy and scared faces. But no one would tell her anything and her Ayah did not come. She was actually left alone as the morning went on, and at last she wandered out into the garden and began to play by herself under a tree near the veranda. She pretended that she was making a flower-bed, and she stuck big scarlet hibiscus blossoms into little heaps of earth, all the time growing more and more angry and muttering to herself the things she would say and the names she would call Saidie when she returned. Farley, Walter. The Black Stallion . New York: Random House Books for Young Readers, 2008. (1941) From Chapter 1: “Homeward Bound” The tramp steamer Drake plowed away from the coast of India and pushed its blunt prow into the Arabian Sea, homeward bound. Slowly it made its way west toward the Gulf of Aden. Its hold was loaded with coffee, rice, tea, oil seeds and jute. Black smoke poured from
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{
"page_id": null,
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its one stack, darkening the hot cloudless sky. Alexander Ramsay, Jr., known to his friends back home in New York City as Alec, leaned over the rail and watched the water slide away from the sides of the boat. His red hair blazed redder than ever in the hot sun, his tanned elbows rested heavily on the rail as he turned his freckled face back toward the fast-disappearing shore. Saint-Exupéry, Antoine de. The Little Prince . Translated by Richard Howard. Orlando: Harcourt, 2000. (1943) Babbitt, Natalie. Tuck Everlasting . New York: Farrar, Straus and Giroux, 1975. (1975) From Chapter 12 The sky was a ragged blaze of red and pink and orange, and its double trembled on the surface of the pond like color spilled from a paintbox. The sun was dropping fast now, a soft red sliding egg yolk, and already to the east there was a darkening to purple. Winnie, newly brave with her thoughts of being APPENDIX B 84 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects rescued, climbed boldly into the rowboat. The hard heels of her buttoned boots made a hollow banging sound against its wet boards, loud in the warm and breathless quiet. Across the pond a bullfrog spoke a deep note of warning. Tuck climbed in, too, pushing off, and, settling the oars into their locks, dipped them into the silty bottom in one strong pull. The rowboat slipped from the bank then, silently, and glided out, tall water grasses whispering away from its sides, releasing it. Here and there the still surface of the water dimpled, and bright rings spread noiselessly and vanished. “Feeding time,” said Tuck softly. And Win nie, looking down, saw hosts of tiny insects skittering and
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{
"page_id": null,
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skating on the surface. “Best time of all for fishing,” he said, “when they come up to feed.” He dragged on the oars. The rowboat slowed and began to drift gently toward the farthest end of the pond. It was so quiet that Winnie almost jumped when the bullfrog spoke again. And then, from the tall pines and birches that ringed the pond, a wood thrush caroled. The silver notes were pure and clear and lovely. “Know what that is, all around us, Winnie?” said Tuck, his voice low. “Life. Moving, growing, chang ing, never the same two minutes together. This water, you look out at it every morning, and it looks the same, but it ain’t. All night long it’s been mov ing, coming in through the stream back there to the west, slipping out through the stream down east here, always quiet, always new, moving on. You can’t hardly see the current, can you? And sometimes the wind makes it look like it’s going the other way. But it’s alway s there, the water’s always moving on, and someday, after a long while, it comes to the ocean.” Singer, Isaac Bashevis. “Zlateh the Goat.” Zlateh the Goat and Other Stories . New York: HarperCollins, 2001. (1984) The snow fell for three days, though after the first day it was not as thick and the wind quieted down. Sometimes Aaron felt that there could never have been a summer, that the snow had always fallen, ever since he could remember. He, Aaron, never had a father or mother or sisters. He was a snow child, born of the snow, and so was Zlateh. It was so quiet in the hay that his ears rang in the stillness. Aaron and Zlateh slept all night and a good part of the
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{
"page_id": null,
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day. As for Aaron’s dreams, they were all about warm weather. He dreamed of green fields, trees covered with blossoms, clear brooks, and singing birds. By the third night the snow had stopped, but Aaron did not dare to find his way home in the darkness. The sky became clear and the moon shone, casting silvery nets on the snow. Aaron dug his way out and looked at the world. It was all white, quiet, dreaming dreams of heavenly splendor. The stars were large and close. The moon swam in the sky as in a sea. Hamilton, Virginia. M. C. Higgins, the Great . New York: Simon & Schuster, 1999. (1993) From Chapter 1 Mayo Cornelius Higgins raised his arms high to the sky and spread them wide. He glanced furtively around. It was all right. There was no one to see him greeting the coming sunrise. But the motion of his arms caused a flutter of lettuce leaves he had bound to his wrists with rubber bands. Like bracelets of green feathers, the leaves commenced to wave. APPENDIX B 85 > OREGON COMMON CORE STATE STANDARDS FOR English Language Arts > & Literacy in History/Social Studies, Science, and Technical Subjects M. C., as he was called, felt warm, moist air surround him. Humidity trapped in the hills clung to the mountainside as the night passed on. In seconds, his skin grew clammy. But he paid no attention to the oppressive heat with its odors of summer growth and decay. For he was staring out over a grand sweep of hill, whose rolling outlines grew clearer by the minute. As he stood on the gallery of his home, the outcropping on which he lived on the mountainside seemed to fade out from under him. I’m standing in midair, he thought.
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He saw dim light touch clouds clustered behind the eastern hills. Bounce the sun beside me if I want. All others of his family were still asleep in the house. To be by himself in the perfect quiet was reason enough for him to wake up way early. Alone for half an hour, he could believe he had been chosen to remain forever suspended, facing the hills. He could pretend there was nothing terrible behind him, above his head. Arms outstretched, picture-framed by pine uprights supporting the gallery roof, he was M.C. Higgins, higher than everything. Erdrich, Louise. The Birchbark House . New York: Hyperion, 1999. (1999) From Chapter 1: “The Birchbark House” She was named Omakayas, or Little Frog, because her first step was a hop. She grew into a nimble young girl of seven winters, a thoughtful girl with shining brown eyes and a wide grin, only missing her two top front teeth. She touched her upper lip. She wasn’t used to those teeth gone, and was impatient for new, grown-up teeth to complete her smile. Just like her namesake, Omakayas now stared long at a silky patch of bog before she gathered herself and jumped. One hummock. Safety. Omaykayas sprang wide again. This time she landed on the very tip-top of a pointed old stump. She balanced there, looking all around. The lagoon water moved in sparkling crescents. Thick swales of swamp grass rippled. Mud turtles napped in the sun. The world was so calm that Omakayas could hear herself blink. Only the sweet call of a solitary white-throated sparrow pierced the cool of the woods beyond. All of a sudden Grandma yelled. “I found it!” Startled, Omakayas slipped and spun her arms in wheels. She teetered, but somehow kept her balance. Two big, skipping hops, another
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