Common Core: 4th Grade English Language Arts : Draw Connections Between Texts and Images
Study concepts, example questions & explanations for Common Core: 4th Grade English Language Arts
All Common Core: 4th Grade English Language Arts Resources
Example Questions
Example Question #1 : Draw Connections Between Texts And Images
Passage and illustrations adapted from "The Gold-Giving Serpent" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.) This story is originally from the Panchatantra by Vishnu Sharma, c. 3rd century BCE.
Image "Common Core Fourth Grade CCSS.ELA-LITERACY.RL.4.4 - Determine the Meaning of Words and Phrases in a Text, Including Mythology - Image 1" adapted from "The Gold-Giving Serpent" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.).
Image "Common Core Fourth Grade CCSS.ELA-LITERACY.RL.4.4 - Determine the Meaning of Words and Phrases in a Text, Including Mythology - Image 2" adapted from "The Gold-Giving Serpent" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.).
ow in a certain place there lived a man named Haridatta. He was a farmer, but poor was the return his labor brought him. One day, at the end of the hot hours, the man, overcome by the heat, lay down under the shadow of a tree to have a doze. Suddenly he saw a great hooded snake creeping out of an ant-hill near at hand. So he thought to himself, "Sure this is the guardian deity of the field, and I have not ever worshipped it. That's why my farming is in vain. I will at once go and pay my respects to it."
When he had made up his mind, he got some milk, poured it into a bowl, and went to the ant-hill, and said aloud: "O Guardian of this Field! All this while I did not know that you dwelt here. That is why I have not yet paid my respects to you; pray forgive me." And he laid the milk down and went to his house. Next morning he came and looked, and he saw a gold denar in the bowl, and from that time onward every day the same thing occurred: he gave milk to the serpent and found a gold denar.
One day the man had to go to the village, and so he ordered his son to take the milk to the ant-hill. The son brought the milk, put it down, and went back home. Next day he went again and found a denar, so he thought to himself: "This ant-hill is surely full of golden denars; I'll kill the serpent, and take them all for myself." So next day, while he was giving the milk to the serpent, the man's son struck it on the head with a cudgel. But the serpent escaped death by the will of fate, and in a rage bit the man's son with its sharp fangs, and he fell down dead at once. His people raised him a funeral pyre not far from the field and burnt him to ashes.
Two days afterwards his father came back, and when he learnt his son's fate he grieved and mourned. But after a time, he took the bowl of milk, went to the ant-hill, and praised the serpent with a loud voice. After a long, long time the serpent appeared, but only with its head out of the opening of the ant-hill, and spoke to the man: "'Tis greed that brings you here, and makes you even forget the loss of your son. From this time forward friendship between us is impossible. Your son struck me in youthful ignorance, and I have bitten him to death. How can I forget the blow with the cudgel? And how can you forget the pain and grief at the loss of your son?" So speaking, it gave the man a costly pearl and disappeared. But before it went away it said: "Come back no more." The man took the pearl, and went back home, cursing the folly of his son.
Based on what we know from the story, what is shown in the bowl in the illustration?
Water
A valuable pearl
A gold denar
Milk
Honey
Milk
In the illustration, we can see that there is either a liquid in the bowl, or the bowl is white and empty. Neither the answer choice "a gold denar" or "a valuable pearl" can be correct because neither of these are shown in the bowl in the picture. Even if you're not completely sure what a "denar" is, you can tell that this can't be the correct answer because the bowl is shown to contain either a liquid or nothing.
This means that we need to figure out whether the bowl is full of milk, honey, or water. The story provides the answer to this question: paragraph two begins, "When he had made up his mind, he got some milk, poured it into a bowl, and went to the ant-hill, and said aloud: 'O Guardian of this Field! All this while I did not know that you dwelt here. That is why I have not yet paid my respects to you; pray forgive me.' And he laid the milk down and went to his house." Throughout the entire story, the only liquid presented to the snake in the bowl is milk. Thus, "milk" is the correct answer.
Example Question #341 : Common Core: 4th Grade English Language Arts
Adapted from "The Tongue-Cut Sparrow" in Japanese Fairy Tales (1904, trans. Teresa Peirce Williston).
A long time ago, in a little old house in a little old village in Japan lived a little old man and his little old wife.
One morning when the old woman slid open the screens that in that era formed the sides of all Japanese houses, she saw, on the doorstep, a poor little sparrow. She took him up gently and fed him. Then she held him in the bright morning sunshine until the cold dew was dried from his wings. Afterward she let him go, so that he might fly home to his nest, but he stayed to thank her with his songs.
Each morning, when the pink on the mountain tops told that the sun was near, the sparrow perched on the roof of the house and sang out his joy. The old man and woman thanked the sparrow for this, for they liked to be up early and at work. But near them there lived a cross old woman who did not like to be awakened so early. At last she became so angry that she caught the sparrow and cut his tongue. Then the poor little sparrow flew away to his home, but he could never sing again.
When the kind woman knew what had happened to her pet she was very sad. She said to her husband, "Let us go and find our poor little sparrow." So they started together, and asked of each bird by the wayside, "Do you know where the tongue-cut sparrow lives? Do you know where the tongue-cut sparrow went?"
In this way they followed until they came to a bridge. They did not know which way to turn, and at first could see no one to ask. At last they saw a bat hanging head downward, taking his daytime nap. "Oh, friend bat, do you know where the tongue-cut sparrow went?" they asked.
"Yes. Over the bridge and up the mountain," said the bat. Then he blinked sleepy eyes and was fast asleep again.
They went over the bridge and up the mountain, but again they found two roads and did not know which one to take. A little field mouse peeped through the leaves and grass, so they asked him, "Do you know where the tongue-cut sparrow went?"
"Yes. Down the mountain and through the woods," said the field mouse.
Down the mountain and through the woods they went, and at last came to the home of their little friend.
When he saw them coming the poor little sparrow was very happy indeed. He and his wife and children all came and bowed their heads down to the ground to show their respect. Then the sparrow rose and led the old man and the old woman into his house, while his wife and children hastened to bring them boiled rice, fish, and cress.
After they had feasted, the sparrow wished to please them still more, so he danced for them what is called the "sparrow dance."
When the sun began to sink, the old man and woman started for home. The sparrow brought out two baskets. "I would like to give you one of these," he said. "Which will you take?" One basket was large and looked very full, while the other one seemed very small and light.
The old people so thought they would not take the large basket, for that might have all the sparrow's treasure in it, so they said, "The way is long and we are very old, so please let us take the smaller one."
They took it and walked home over the mountain and across the bridge, happy and contented. When they reached their own home they decided to open the basket and see what the sparrow had given them. Within the basket they found many rolls of silk and piles of gold, enough to make them rich, so they were more grateful than ever to the sparrow.
The cross old woman who had cut the sparrow's tongue was peering in through the screen when they opened their basket. She saw the rolls of silk and the piles of gold, and planned how she might get some for herself.
The next morning she went to the kind woman and said, "I am so sorry that I cut the tongue of your sparrow. Please tell me the way to his home so that I may go to him and tell him I am sorry."
The kind woman told her the way and she set out. She went across the bridge, over the mountain, and through the woods. At last she came to the home of the little sparrow. He was not so glad to see this old woman, yet he was very kind to her and did everything to make her feel welcome. They made a feast for her, and when she started home the sparrow brought out two baskets as before. Of course the woman chose the large basket, for she thought that would have even more wealth than the other one.
It was very heavy, and caught on the trees as she was going through the wood. She could hardly pull it up the mountain with her, and she was all out of breath when she reached the top. She did not get to the bridge until it was dark. Then she was so afraid of dropping the basket into the river that she scarcely dared to step. When at last she reached home she was so tired that she was half dead, but she pulled the screens close shut, so that no one could look in, and opened her treasure.
Treasure indeed! A whole swarm of horrible creatures burst from the basket the moment she opened it. They stung her and bit her, they pushed her and pulled her, they scratched her and laughed at her screams. At last she crawled to the edge of the room and slid aside the screen to get away from the pests. The moment the door was opened they swooped down upon her, picked her up, and flew away with her. Since then nothing has ever been heard of the old woman.
Image "Common Core Fourth Grade CCSS.ELA-LITERACY.RL.4.7 - Make Connections Between the Text of a Story or Drama and a Visual or Oral Presentation of the Text - Image 3" adapted from "Japanese Fairy Tales No. 2: The Tongue-Cut Sparrow" (1885; illus. Eitaku Kobayashi, trans. David Thompson).
Consider the picture shown after the story. What moment in the story does the picture depict?
"So they started together, and asked of each bird by the wayside, 'Do you know where the tongue-cut sparrow lives? Do you know where the tongue-cut sparrow went?'"
"At last she became so angry that she caught the sparrow and cut his tongue. Then the poor little sparrow flew away to his home, but he could never sing again."
"The cross old woman who had cut the sparrow's tongue was peering in through the screen when they opened their basket. She saw the rolls of silk and the piles of gold, and planned how she might get some for herself."
"A whole swarm of horrible creatures burst from the basket the moment she opened it."
"After they had feasted, the sparrow wished to please them still more, so he danced for them what is called the 'sparrow dance.'"
"The cross old woman who had cut the sparrow's tongue was peering in through the screen when they opened their basket. She saw the rolls of silk and the piles of gold, and planned how she might get some for herself."
In the picture, we can see two figures opening a basket and taking out yellow circular objects (coins) and rolls of something colorful (silk). Another figure is peeping in at the window watching the scene. From this, we can tell that the answer must refer to the moment when the elderly couple opens their basket and finds treasure, and the old woman who cut out the sparrows tongue sees this and decides to try to get some treasure for herself. The part of the story that describes this moment is ""The cross old woman who had cut the sparrow's tongue was peering in through the screen when they opened their basket. She saw the rolls of silk and the piles of gold, and planned how she might get some for herself," so this is the best answer.
Example Question #161 : Reading
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of Belling the Cat. Image retrieved from the Library of Congress, <http://read.gov/aesop/003.html>.
Adapted from Aesop’s Belling the Cat (620-560 BCE)
The Mice once called a meeting to decide on a plan to free themselves of their enemy, the Cat. At least they wished to find some way of knowing when she was coming, so they might have time to run away. Indeed, something had to be done, for they lived in such constant fear of her claws that they hardly dared stir from their dens by night or day.
Many plans were discussed, but none of them was thought good enough. At last, a very young Mouse got up and said: "I have a plan that seems very simple, but I know it will be successful.
All we have to do is to hang a bell about the Cat's neck. When we hear the bell ringing we will know immediately that our enemy is coming."
All the Mice were much surprised that they had not thought of such a plan before. But in the midst of the rejoicing over their good fortune, an old Mouse arose and said:
"I will say that the plan of young Mouse is very good. But let me ask one question: Who will bell the Cat?"
If more illustrations were to be included along with the text which one would be the best choice?
The mice holding a vote
The mice holding up a drawing or example of the bell
The cat eating all the mice
The cat sleeping on the windowsill
The mice holding up a drawing or example of the bell
A major event in the story is the mice discussing the bell they are going to place on the cat to hear it coming. An illustration of the bell would give readers more information about the mice’s plan.
Example Question #51 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of The Crow and the Pitcher. Image retrieved from the Library of Congress, <https://lccn.loc.gov/19014083>.
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
How could this illustration be changed to include more detail from the passage?
The pitcher could be clear so readers could see the water inside.
The pebbles would look nicer so readers would believe the crow would want them.
The illustration could be in color so it is better to look at it.
The bird could be more detailed and colorful rather than just shaded a dark color.
The pitcher could be clear so readers could see the water inside.
The correct answer choice uses information from the passage and includes a detail that would be useful for the reader. The other answer choices are either not plausible to include in a single illustration or are not details present in the text.
Example Question #52 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of Belling the Cat. Image retrieved from the Library of Congress, <http://read.gov/aesop/003.html>.
Adapted from Aesop’s Belling the Cat (620-560 BCE)
The Mice once called a meeting to decide on a plan to free themselves of their enemy, the Cat. At least they wished to find some way of knowing when she was coming, so they might have time to run away. Indeed, something had to be done, for they lived in such constant fear of her claws that they hardly dared stir from their dens by night or day.
Many plans were discussed, but none of them was thought good enough. At last, a very young Mouse got up and said: "I have a plan that seems very simple, but I know it will be successful.
All we have to do is to hang a bell about the Cat's neck. When we hear the bell ringing we will know immediately that our enemy is coming."
All the Mice were much surprised that they had not thought of such a plan before. But in the midst of the rejoicing over their good fortune, an old Mouse arose and said:
"I will say that the plan of young Mouse is very good. But let me ask one question: Who will bell the Cat?"
How does the image contribute to the story?
The illustration helps readers understand what is happening in the story in more detail.
The illustration provides more information than the passage gives so we learn more from an illustration.
The illustration tells the entire story so reading the passage isn’t necessary. It basically replaces the passage.
The illustration does not help the reader understand anything about the passage.
The illustration helps readers understand what is happening in the story in more detail.
A visual such as an illustration or photograph is a text feature that can assist readers with understanding more about a story. This illustration provides examples of the setting and characters to help readers picture the events and happenings in the passage.
Example Question #53 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of Belling the Cat. Image retrieved from the Library of Congress, <http://read.gov/aesop/003.html>.
Adapted from Aesop’s Belling the Cat (620-560 BCE)
The Mice once called a meeting to decide on a plan to free themselves of their enemy, the Cat. At least they wished to find some way of knowing when she was coming, so they might have time to run away. Indeed, something had to be done, for they lived in such constant fear of her claws that they hardly dared stir from their dens by night or day.
Many plans were discussed, but none of them was thought good enough. At last, a very young Mouse got up and said: "I have a plan that seems very simple, but I know it will be successful.
All we have to do is to hang a bell about the Cat's neck. When we hear the bell ringing we will know immediately that our enemy is coming."
All the Mice were much surprised that they had not thought of such a plan before. But in the midst of the rejoicing over their good fortune, an old Mouse arose and said:
"I will say that the plan of young Mouse is very good. But let me ask one question: Who will bell the Cat?"
What media form would be the least effective for telling this story?
Graphic novel
Timeline
Audiobook
Video
Timeline
Seeing this story put in a video form, a graphic novel, or hearing it read as an audiobook will give readers a clearer picture of the details as well as the characters, tone, and settings. This is a fiction text and not in sequential order so a timeline would be unnecessary and ill-fitting for this type of passage.
Example Question #54 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of The Crow and the Pitcher. Image retrieved from the Library of Congress, <https://lccn.loc.gov/19014083>.
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
What is a realistic prediction that can be made about this text based on the illustration?
This text is about a bird, a jar, and rocks. The bird is looking into or dropping rocks into the jar.
This text is about a dangerous storm that has damaged the tree a bird lived in and he is making a new nest of jars and rocks.
This is a text about a bird who laid a giant egg and is protecting it.
This text is about a bird who steals rocks from jars.
This text is about a bird, a jar, and rocks. The bird is looking into or dropping rocks into the jar.
The bird is looking into or dropping rocks into the jar. Using details from the illustration a prediction can be made regarding what might be written in the text. Things that are known for sure is that there is a bird, a jar, and rocks. It can also be seen that the bird is near the jar and might be utilizing it in some way. It is possible that the bird is dropping the rock in the jar or looking into it based on the body language presenting.
Example Question #55 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of The Crow and the Pitcher. Image retrieved from the Library of Congress, <https://lccn.loc.gov/19014083>.
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
What media form could this story be told in to help you understand the text better?
A media form would not help readers understand better
Video
Graphs and data tables
Poem
Video
Seeing this story put in a video form will give readers a clearer picture of the details as well as the characters and settings. A video would help understand the nuances that can be difficult to picture in a text-based setting. In a video media form, music and sound effects can also be added to set the mood and tone of the story.
Example Question #56 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of The Crow and the Pitcher. Image retrieved from the Library of Congress, <https://lccn.loc.gov/19014083>.
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
How do adding visuals help increase your understanding of the text?
Visuals include information not written in the passage for us to learn.
The details from the text come alive in the visual so readers can picture it in their minds.
Adding visuals to the text gives us secrets that the author can only share in illustrations.
Adding visuals does nothing to increase understanding of the text.
The details from the text come alive in the visual so readers can picture it in their minds.
When an author includes visuals readers are able to picture the story in their minds almost like a moving picture or movie to create more detail and allow us to understand it more clearly.
Example Question #57 : Integration Of Knowledge And Ideas
Image adapted from The Aesop for children / with pictures by Milo Winter, 1919. Aesop's fable of The Crow and the Pitcher. Image retrieved from the Library of Congress, <https://lccn.loc.gov/19014083>.
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
What is the author’s purpose for including this illustration with the passage?
The author added this text feature to make the story more interesting to the reader.
The author added this text feature to enhance the reader’s understanding of the details within the passage.
The author added this text feature to make the book look better.
The author did not choose to add this text feature. Illustrations must be added to stories.
The author added this text feature to enhance the reader’s understanding of the details within the passage.
When a reader can visualize what is taking place in the story it becomes more realistic and they are able to understand the details within the story on a deeper level.
All Common Core: 4th Grade English Language Arts Resources
