Carol Hannamann's CU

Teaching Afghanistan Society and Culture

Carol Hannamann

Academic Setting

I am currently a Title VI Reading teacher at Mary Ann Binford Elementary School. The school has adopted the Balanced Literacy Program for reading instruction throughout the school. The standardized test required is the Terra Nova. This test is generally administered in March for 3rd through 5th grade students for our school. Throughout the school year our goal as reading teachers is to give the students the opportunity to work in small groups to develop their reading and comprehension skills.

            The students I work with range from grades first through fifth. Currently there are 957 students enrolled. Mary Ann Binford is a year round multi-track school; therefore the school is able to accommodate such a high enrollment. The school is located in a low socio-economic area where most of the students are of Mexican descent. 88% are Mexican nationals, 9% are Anglo, and Native Americans make up about 3% of the student population. There is a high student turnover rate due to the Mexican nationals living a nomadic lifestyle. The school offers many different programs because so many of the students are monolingual. Title I and Title VI, Reading Recovery, Bilingual, English as a Second Language, are the programs offered at Binford Elementary.

            My classes consist of small groups ranging anywhere from 3 to 10 students per group. Some groups read below their grade level, some are on grade level, and some far above their grade level. This varies from grade to grade. At the onset of the school year, every child in the school is assessed and placed in a reading group. This assessment is mainly done by the six reading teachers and the regular classroom teacher. Because assessment needs to be immediate and reading groups must be established within two weeks of the start of school, we use a sight words reading test. The San Diego Quick Assessment or the Word Recognition assessments are the two which are used during the initial two weeks.

Rationale

Chosen Area of Study

            Due to the events of September 11 I have been thoroughly captivated by the Afghanistan region. This is one reason I have chosen Afghanistan as my focal point for my curriculum unit. Moreover, I felt this unit would appeal to children due to the current events in this part of the country. As the incident of September 11 unfolded, the students had many questions regarding Afghanistan, and even as time passes we continue to hear about this nation and the students continue to ask questions. I would like my third to fifth grade students to learn about the Afghan society. Because of some of the comments they have made toward the people and region of Afghanistan, I feel they have only been exposed to somewhat negative coverage of this culture. They would benefit from learning about Afghanistan through an unbiased or at least a more objective point of view. By reading literature on Afghanistan will not only deepen their understanding of another culture, but of our own. This unit will introduce the students to the differences as well as any commonalities between the Afghan culture and American culture. I want the students to realize that the Western culture is affected by other societies and cultures; therefore we should gain knowledge in trying to understand other world entities as Afghanistan in order to understand the implications it has on America.

Why Teach World Literature?

            As I think about this question and delve into the reading by Thomas M Greene "Teaching outside the Western Canon” it has become more apparent to me that teaching world literature is vital to understanding our world. Children should not be confined to western literature. As Thomas Greene states, "Reading texts from remote cultures might be said to train our ethnocentrism, enlighten it, discipline it, broaden it, but never altogether dispel it. And so it must be for our students. Once we have recognized that, we have set useful parameters for teaching world literature" (72). He goes on to say that years ago the world was dominated by the nations of Western Europe; however, we need to put the west into a dialogue and it is important to study other regions. By incorporating world literature into the student curriculum, children will not only receive a broad vision of the world, but also an understanding of current events.

Background

Brief synopsis of Curriculum unit

            I will begin my unit as a brief history lesson teaching the students about Afghanistan while touching on the geography, industry, population, ethnicity, language, government, and religion. The focal point of the unit will be to study the Afghan culture. We will read about and discuss what type of food they eat, the clothing they wear, the education they receive which will include well known literature to Afghan children, and also the skill of rug weaving they engage in. I will then discuss the relationship and connections the Afghanistan nation has with America. I will conclude the unit by bringing in a popular food eaten in Afghanistan.

History

            Centuries ago, Afghanistan was the home of nomadic tribes. As years went on it was conquered by many different people; Alexander the Great during the fourth century B.C., Genghis Khan during the 1200's, Tamerlane in the 1300's, Babar in the 1500's, and Nadir Shah in the 1700's. In the 1800's, the nation was caught between Great Britain and Russia. Around 1879 Britain defeated Afghanistan and took control of its foreign policy. During World War I, Afghanistan was neutral. And in 1919 it again controlled its own foreign affairs. During World War II it again was neutral, but in 1947 there was trouble between Afghanistan and Pakistan when an area of Afghanistan, which was occupied by the Pashtun tribe, was claimed by Pakistan. The Afghans thought the area should be independent, but there is still disagreement on this issue.

            In 1956 the Afghan government began to improve economic and social conditions. Many areas were improved such as schools and transportation. Reservoirs and canals were built to supply water and electricity. By 1964 Afghanistan was considered a Constitutional Monarchy. However, by 1973 the monarchy was overthrown by a coup leader named Mohammed Daoud Khan who proclaimed himself president. In 1978 another coup took place in which Daoud and his followers were killed. These fighters called themselves the mujaheddin which means "holy warriors." Fighting broke out between the government and the mujaheddin resulting in civil war. The rebellion caused the Soviet military to assist. Tension rose when the Soviet Union got involved and sent troops to help the government fight the mujaheddin. After many years of fighting, about 1 1/2 million Afghans were killed and about 5 million lost their homes. Many other Afghans fled to their neighboring country of Pakistan where many live in refugee camps today. Years later, in 1989 the last of the Soviet troops left Afghanistan and in 1992 the capital of Afghanistan, Kabul was occupied by the resistance fighters. By 1996 the country was controlled by the Taliban, which claimed to be an army of religious students. Civil wars, revolts, and rebellions continue in this region today.

Geographical Area

            Afghanistan is a landlocked nation bordered by China on the northeast, Pakistan on the east and south side, Iran on the west, while the Soviet Union is on the north. Its size is comparable to the state of Texas; however it consists of rugged terrain and high mountains. The climate is quite dry. It is quite hot in the summer and cold in the winter.

Industry

            About 12 percent of the land is used for farming and 85 percent of the people work on the land. Afghanistan's major crop is wheat, yet they do harvest corn, cotton, nuts, rice, barley, sugar beets, and vegetables. During the 1960's natural gas was discovered in certain regions of the country. This became the fastest growing part of the country's economy. Nevertheless, it is an underdeveloped country in part due to its invasions, revolts, and civil wars. All the conflicts that enshroud this region have been main factors in its slow development

Population, Ethnicity, and Language

            Afghanistan is a populated nation of up to 26,000,000 people. The average life expectancy of an Afghani is 46.97 years for males and 45.47 years for a female. Afghanistan consists of a large number of ethnic groups. However, the major ethnic groups are the Pashtun, Tajik, and Hazara. The official languages spoken are Pushtu and Farsi. There are a total of about twenty languages and dialects spoken throughout Afghanistan and almost all Afghans are bilingual. They tend to speak their own dialect as well as one of the official languages.

Government

            Today there is no functioning central government; instead the country is administered by tribal factions. They have no Constitution and no new legal system, but all factions tacitly agree they will follow the Islamic law. In 1996 the ruling members of the Afghan Government were displaced by members of the Islamic Taliban movement, with the Taliban declaring themselves the legitimate government of Afghanistan.

Religion

            Islam, the religion professed by almost all of the Afghan population, means submission to the one true god, Allah. Islam consists of five duties which are known as the Five Pillars of Islam. The first pillar is Shahada which means "testimony". This means that anyone making the statement of belief is considered a Muslim and no one will question their beliefs. These are the words that must be uttered, "I testify that there is no god but the one God and Muhammad is the Prophet of God." The second pillar is that Muslims are to pray five times a day. These prayers may be said with a congregation or by themselves. The third pillar is Zakat which means "giving". The belief is that by giving a portion of ones wealth for the good of the community, the believer is purified. They are to give 2 1/2 percent of their wealth. This money is used for the needy and other causes that benefit the community. The fourth pillar is Sawm which means "the fast". They must fast for the month of Ramadan, which is the ninth month of the Islamic calendar. During this month, from sunrise to sunset, they eat nothing and drink nothing, not even water. People who are sick, elderly, or on a journey, and women who are pregnant or nursing a child are excused, but they must make up the number of days missed at a later time. Children usually begin to fast when they reach the age of twelve. The fifth pillar is Hajj or Pilgrimage. The fifth duty of a Muslim is to make the pilgrimage to Mecca, Saudi Arabia at least once in his or her lifetime. While there, the Muslims must circle the Kaaba, which is the holiest shrine of Islam, seven times. Like the other rituals, this one symbolizes the equality of believers before God and reinforces a sense of community. The pilgrim prays at the place where Abraham stood and drinks from the well of Zamzam, which was opened by the angel for Ishmael. The pilgrimage ends with the sacrifice of a sheep commemorating Abraham's sacrifice of a ram in place of Ishmael.

Clothing

            Afghan clothing is quite diverse. They wear many blends of clothing. An interesting fact is that many of the clothes they wear are clothes that Americans have donated to charity groups and are shipped and sold for resale in poor countries. At one point a high fashion item was band uniforms from a university that had donated its jackets to charity when new uniforms were purchased. The Afghan people are often seen with sweatshirts, T-shirts, and pants from different organizations throughout the United States. Many of these items have the organization's logo imprinted on them. In the rural areas the people wear more traditional clothing. Turbans, shirts, and big blousy pants are the more traditional clothing and the clothing most often depicted in pictures for the Afghan people. The religious law dictated that the women were to wear chaderis, which are scarves that cover part of the face. Because of education and the females who hold government positions, the Afghan women may decide for themselves whether to wear the chaderi or not. In the rural areas of Afghanistan all of the women wear the chedris; however in the capital city of Kabul only about half the women wear them. Girls under the age of twelve do not wear the chaderi nor do women wear them when they are at home among their own families.

Food

            One of the most common food items in Afghanistan is a whole wheat bread known as nan. It is baked in flat sheets. In the rural areas they bake the nan over hot stones and in the cities it is baked in fire pits with cement walls. In the United States a close reproduction to the nan can be made by rolling out whole wheat dough very thin and baking it on a cookie tray. Other food items eaten by the Afghans are shish ka bobs, corn on the cob, raw fruits and vegetables, nuts, beef, mutton, chicken, and turkey. The most popular dish for a big meal is the Pilau. It is made from rice and cooked chicken with a sauce made from butter, sugar, water, raisins, orange peel, and nuts poured over it. This is served with nan and tea.

Crafts

            The most popular craft the Afghanistan culture engages in is the art of rug weaving. A family works for several months to make one rug. Children help weave the rug and tie the knots. The rugs consist of many different colors and designs. The main reason the Afghan people engage in this art is to sell their rugs in the market place. The more colors and the more creative the design makes the rugs worth more money.

Education

            Formal education is very limited in Afghanistan. This is due to the lack of school buildings, libraries, teaching materials and a shortage of well trained paid teachers. In many rural villages the only schooling available to children is religious training by the local mullah. However, all towns have government elementary schools for at least the first four grades. For adults, the government broadcasts adult education programs over radio and television.

Literature

            Although education is limited in Afghanistan there is a very popular form of literature which is known throughout all the Middle East. Mullah Nasrudin stories are folktales which teach a lesson or just tell a funny story. These stories are often told around Afghanistan. Mullah Hardin is the main character. There are thousands of stories about him and his identity is claimed by three countries; Afghanistan, Iran, and Turkey.   Mullah Hardin stories told to Afghan children are often compared to Mother Goose for American children. They are well known and often memorized.

Objectives

            The primary purpose of this unit is to develop awareness in my students about world connections. As we begin to study and research the region of Afghanistan I want them to become knowledgeable about this society. I want them to learn of their culture, religion, beliefs, and traditions. I want them to understand that this nation is a nation as we are and that their nation is, in some ways, equal in deserving respect. I would like them to grasp the concept that although they may be different in their beliefs, Americans are not superior. The students should gain an understanding that just because this region is at a low socio-economic level doesn’t mean they are not an important part of world history.    I would like for them to learn tolerance for diversity. I would like them to, “search for understanding, appreciate uncertainty, and inquire responsibly" as stated in J.G. Brooks book In Search of Understanding: The Case for Constructivist Classrooms. By allowing those to increase their knowledge regarding other nations will in turn cause them to gain more knowledge regarding their own nation.

Implementation

LESSON PLANS
(3RD -5TH GRADE STUDENTS)

(Day 1)

Materials:
World Map
Globe
Books with pictures on Afghanistan
K.W.L. Chart

Objective:        For students to gain knowledge on the region of Afghanistan.

Standard Reference: Strand V-1, 2, 3, 4

Procedure:

�                     Begin discussion with students about different countries and how all countries have some sort of relationship with the United States.

�                     Using a map or globe show the children the Middle East region and briefly share with them some of the controversy they are facing today.

�                     Show them the Afghan region.

�                     Using the K.W.L. chart ask them what they Know about Afghanistan, next have them tell you What they would like to know.

�                     Place the chart on a wall next to a map of the Middle East with Afghanistan highlighted.

(Day 2)

Materials:       Books with pictures of Afghanistan
                        Map
                        Globe

Objective:        Students will gain knowledge about Afghanistan's climate, population, terrain and a                           brief history.

Standard Reference: Strand V; 1,2,3,4

Procedure:
�                     Using the maps/globe review the area of the Middle East focusing on Afghanistan.

�                     Question what they learned about Afghanistan from yesterday's lesson.

�                     Discuss Afghanistan in relation to something familiar to them.

�                     Show them pictures of Afghanistan relating it to the state of Texas in reference to size.

�                     Discuss the weather in Afghanistan relate it to the weather in New Mexico since it is somewhat similar.

�                     Talk about the population in relation to our state.

�                     Give a simplified history lesson on Afghanistan and how it became to be the country it is today.

�                     Refer to the K.W.L. chart and add any new questions they may have.

(Day 3)

Materials:       Books on Afghanistan
                        A variety of pictures of Afghanis that show their clothing, food, housing,
                        the marketplace where food and crafts are sold.

Objective:        Students will gain knowledge regarding the Afghan culture and learn how to                         conduct research by utilizing the library and internet.

Standard Reference: Strand I, II, III, VI

Set Up:             Divide students in groups of 2 or 3
                        Library/Computer time will be needed

Procedure:

�                     Discuss the Afghan society.

�                     Without giving too much information discuss briefly the clothing, food, crafts, economy, and education in Afghanistan.

�                     Working with their partners, allow them library/computer time to search for information on Afghanistan.

�                     Let the students know that they will be required to prepare a short paragraph regarding Afghanistan culture (food, clothing, education, economy, crafts, etc.) and they will share the information they researched with the class. (Due by Day 6 of this curriculum unit).

(Day 4)

Materials:      Pages of short Afghan stories on Mullah Nasruddin
           Books on poetry
            Folktale books
            Mothergoose fairy tales

Objective:       Students will compare and contrast the stories Afghanistan children read to the stories which are popular with American students.

Standard Reference: Strand I, II

Set Up:             As a model, read aloud one of the stories. Encourage the students to discuss what they liked or disliked about the story. Using open ended questions formulate some inquire among the story. Allow them to make connections to other stories or their own connections. Divide students into groups of 3 to 4. Give each group a couple of sheets of the Afghan stories on Mullah Nasruddin and a couple of different folktale, fairy tale, or poetry books.

Procedure:

�                     Have each of the groups read a variety of the Mullah Nasruddin stories. Each student in the group should be allowed to choose one and read it aloud to the group.

�                     After each story is read aloud, encourage each group to have a similar discussion as was done with the whole group.

�                     Have the students look through the books looking for similarities among the Nasruddin stories and American stories.

(Day 5)

Materials:      Paper
           pencils
           reference books
          computer

Objective:       Students will be allowed time to continue to work on their research of Afghanistan.

Standard Reference: Strand I, II, III, IV

Procedure:

�                     Prior to continue their research, bring students together in a large group and allow them to ask any questions they have regarding their research.

(Day 6)

Objective:        (Assessment) Students will be required to give an oral presentation (5-10 minutes in length) of their research on Afghanistan.

Standard Reference: Strand IV

Procedure:

�                     Allow each small group to present their findings, in the front of the class.

�                     Allow time for students to ask question

�                     Refer to K.W.L. chart ask the students what they learned about Afghanistan.

(Day 7)

(End the unit with a fun activity, I have chosen a cooking activity you may choose rug weaving, short story writing, etc.)

Materials:      Access to a baking oven
           1/4 pound of butter or margarine
           2 cups brown sugar
          1/2 cup water
            2 cups raisins
            1 large orange peeling
            1 carrot
            1 cup of almonds
             tea
             baking pans
             cups
             napkins
             paper plates

Objective:       Students will make and eat a popular bread (nan) derived from Afghanistan.

Standard Reference: Strand V

Procedure:

�                     Divide the class into groups of 5 (about 4 different groups).

�                     Give each of the class the list of ingredients.

�                     Allow each group to mix their dough and place it on their baking pans

�                     As the students are engaged in their activity refer to what was discussed about the food of Afghanistan.

�                     Cook and ENJOY!!!!

Standards and Benchmarks

Third Grade:

Strand I: Reading Process

Content Standard: The student employs appropriate reading strategies to read and interpret increasingly complex texts for a variety of purposes.

Benchmarks: The student develops proficiency in basic reading skills and strategies and continues to develop vocabulary and fluency in reading across content areas.

PERFORMANCE STANDARDS

Reading Strategies

�                     applies phonics

�                     applies context clues to decode words

�                     self-corrects when reading

Vocabulary Development

�                     demonstrates an expanding vocabulary

�                     uses context, glossaries, and dictionaries

Fourth Grade:

Strand I: Reading Process

Content Standard: The student employs appropriate reading strategies to read and interpret increasingly complex texts for a variety of purposes.

Benchmarks: The student develops proficiency in basic reading skills and strategies and continues to develop vocabulary and fluency in reading across content areas.

PERFORMANCE STANDARDS:

Reading Strategies

�                     uses word identification

�                     identifies key words and discovers their relationships

�                     self-corrects

�                     uses meta-cognitive strategies to comprehend text

�                     adjusts speed of reading to suit purpose and difficulty of material

Vocabulary Development

�                     develops vocabulary through reading in context, listening and using resource materials

Reading Application

�                     reads aloud accurately and fluently

�                     reads a variety of texts, including: fiction, non-fiction

Fifth Grade:

Strand I: Reading Process

Content Standard: The student employs appropriate reading strategies to read and interpret increasingly complex texts for a variety of purposes.

Benchmarks: The student develops proficiency in basic reading skills and strategies and continues to develop vocabulary and fluency in reading across content areas.

PERFORMANCE STANDARDS:

Reading Strategies

�                     surveys or skims the material for a general overview of the content

�                     questions the headings and sub-headings of the material to make predictions

�                     reads and re-reads to decode meaning

�                     review and summarizes

Vocabulary Development

�                     builds vocabulary by listening and using context clues

Reading Applications

�                     uses pace and intonation to convey meaning

Third Grade:

Strand II: Reading Analysis

Content Standard: The student responds to, examines, and critiques historically and culturally significant issues and events portrayed in literature that both illustrate and affect people, society, and individuals.

Benchmarks: The student reads, listens to, and responds to a variety of work from a diverse collection of quality texts.

PERFORMANCE STANDARDS:

Literary Analysis

�                     Asks and answers questions that require analysis, synthesis, and evaluation of textual evidence.

�                     makes connections between text and personal experience or prior knowledge

Literary Elements

�                     explains main idea

�                     distinguishes among common forms of literature

Literary Applications

�                     comprehends basic plots of classic fairy tales, folktales from around the world

�                     summarizes information in an organized logical sequence

�                     reads and creates a variety of text

Fourth Grade:

Strand II: Reading Analysis

Content Standard: The student responds to, examines, and critiques historically and culturally significant issues and events portrayed in literature that both illustrate and affect people, society, and individuals.

Benchmarks: The student reads, listens to, and responds to a variety of work from a diverse collection of quality texts.

PERFORMANCE STANDARDS:

Literary Analysis

�                     makes inferences, draws conclusions, and forms opinions about the events, characters, and setting of a text based on supporting evidence from the text

�                     expands ideas by formulating questions, developing hypothesis and drawing conclusions from a variety of texts.

Literary Elements

�                     explains the main idea

�                     identifies and explains the use of figurative language

Literary Applications

�                     restates and summarizes information from the text by putting information in own words

�                     describes the setting and the sequence of events in a text

�                     compares and contrasts tales from different cultures

Fifth Grade:

Strand II: Reading Analysis

Content Standard: The student responds to, examines, and critiques historically and culturally significant issues and events portrayed in literature that both illustrate and affect people, society, and individuals.

Benchmarks: The student reads, listens to, and responds to a variety of work from a diverse collection of quality texts.

PERFORMANCE STANDARDS:

Literary Analysis

�                     connects new information, prior knowledge and related topics

�                     asks and answers questions that require analysis

�                     analyzes the reasons for a character's actions

�                     analyzes common patterns and symbols

�                     distinguishes between fact and opinion

Literary Elements

�                     identifies the main problem or conflict

�                     explains the importance of a character's actions to the plot and theme of literary work

Literary Applications

�                     states the main idea and plot in material that is read or heard; summarizes in own words

�                     supports answers to questions about the reading

�                     makes, confirms, and revises predictions

�                     makes connections between print and non-print texts by recognizing similarities and differences

Third Grade:

Strand III: Expressive Language: Writing

Content Standard: The student writes effectively for different audiences and purposes using appropriate writing strategies and conventions.

Benchmark: The student develops and uses writing strategies and conventions across content areas to describe, narrate, explain, persuade, and analyze for a variety of purposes and audiences.

PERFORMANCE STANDARDS:

Writing Strategies

�                     uses the writing process

�                     plans and develops paragraphs

�                     composes two or more paragraphs with a topic sentence

�                     uses the elements of effective writing

�                     uses technology

Writing Conventions

�                     writes legibly in cursive

�                     writes compositions that correctly use parts of speech

�                     uses a variety of complete sentences

�                     uses correct capitalization and punctuation

Fourth Grade:

Strand III: Expressive Language: Writing

Content Standard: The student writes effectively for different audiences and purposes using appropriate writing strategies and conventions.

Benchmark: The student develops and uses writing strategies and conventions across content areas to describe, narrate, explain, persuade, and analyze for a variety of purposes and audiences.

PERFORMANCE STANDARDS:

Writing Strategies

�                     compose multiple paragraphs

�                     continues to develop use of the effect elements of writing

�                     continues to develop use of technology

Writing Conventions

�                     writes cursively with consistency of letter formation

�                     uses simple and compound sentences in writing

�                     combines short related sentences with use of correct parts of speech

�                     uses complex sentence structure

Writing Applications

�                     continues to develop use of appropriate types of writing

�                     composes multiple related paragraph

Fifth Grade

Strand III: Expressive Language: Writing

Content Standard: The student writes effectively for different audiences and purposes using appropriate writing strategies and conventions.

Benchmark: The student develops and uses writing strategies and conventions across content areas to describe, narrate, explain, persuade, and analyze for a variety of purposes and audiences.

PERFORMANCE STANDARDS:

Writing Strategies

�                     applies effective elements of writing

�                     applies technology

Writing Conventions

�                     applies writing conventions

Writing Applications

�                     produces a variety of written products

�                     formulates hypothesis, evaluates information and ideas

Third Grade:

Strand IV: Expressive Language: Speaking

Content Standard: The student speaks effectively for different audiences and purposes

Benchmark: The student develops and uses speaking strategies and appropriate speaking conventions to describe, narrate, express, explain, persuade, and analyze for a variety of purposes and audiences.

PERFORMANCE STANDARDS:

Speaking Strategies

�                     develops and organizes information for a formal oral presentation

�                     answers open-ended questions

Speaking Conventions

�                     demonstrates a command of standard English

�                     uses a variety of complete sentences

�                     uses correct subject/verb agreements

Speaking Applications

�                     presents information in a logical manner

�                     explains own learning

Fourth Grade

Strand IV: Expressive Language: Speaking

Content Standard: The student speaks effectively for different audiences and purposes

Benchmark: The student develops and uses speaking strategies and appropriate speaking conventions to describe, narrate, express, explain, persuade, and analyze for a variety of purposes and audiences.

PERFORMANCE STANDARDS:

Speaking Strategies

�                     speaks in a manner that guides the listener to understand important points

�                     gives oral presentations using effective nonverbal behaviors

Speaking Conventions

�                     uses simple and compound sentences when speaking

Speaking Applications

�                     Presents information and ideas clearly and concisely

�                     makes oral presentations that reflect an awareness of audience and purpose

Third Grade

Stand V: Receptive Language: Listening and Viewing

Content Standard: The student demonstrates, analyzes, evaluates, and reflects upon the skills and processes used to communicate by listening to and viewing of auditory and visual works.

Benchmarks: The student listens to views, and responds to formal and informal visual and auditory works, including multimedia presentations.

PERFORMANCE STANDARDS

Listening/Viewing Strategies

�                     demonstrates active listening

demonstrates the ability to listen for a specific purpose

Listening/Viewing Applications

�                     identify the sequence of events

�                     identify the main idea

�                     answer specific questions

Fourth Grade

Stand V: Receptive Language: Listening and Viewing

Content Standard: The