Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Read Selection 1, a story about a husband and wife who find a special tree but
have problems with a raven.
Selection 1
The Raven and the Star Fruit
by Sherry Garland
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“What shall we do?” asked De’s wife. “The ground is too hard and hilly to
plant rice, and you have no tools or water buffalo. There is no pond for raising
ducks or stream for catching fish.” A tear fell from her eye as she looked at the
miserable little hut.
“Don’t fret, dear one. I see something of value over here.” De pointed to a
small tree with a skinny trunk and neglected, thirsty leaves. From its limbs hung a
few strangely shaped greenish yellow fruit. When De plucked one and cut it open,
the taste was rare and sweet, and the slice was shaped exactly like a star.
“This khe tree will be our salvation. The fruit is worth a lot of money, if we
can only keep the tree alive and producing.”
So, every day the couple carried water from a faraway well and took loving
care of the khe tree. They pulled up brambles and weeds from around its trunk and
kept away hungry insects.
They gathered the star fruit a few at a time and walked to the nearest village
to sell them so they could buy rice and supplies. Together they worked hard and
diligently to replace the roof of the hut, and De chopped down bamboo to make a
new bed and a table and two chairs.
As time passed, the khe tree grew bigger and greener and produced more and
more fruit. It was now covered with many juicy star fruit that would be ready to
harvest in a few days. De’s wife was so excited she could hardly wait. She
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
7
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carefully counted the fruit and calculated how much money they would make. It
would be enough for a pig and a chicken and a few farming tools. For the first time
in many weeks, their future looked bright.
The next day thunderclouds darkened the mountains and a strong wind
stirred. All day the couple watched the sky with wary eyes, and when they climbed
into bed that night, neither could sleep for worry about their precious khe tree.
Suddenly they heard a noise like a mighty wind outside the window.
“Husband, come quickly!” De’s wife shouted. “Our tree, our tree!”
De leaped from the cot, ran to the front yard, then stopped. High in the khe
sat a huge black raven, as large as a man. In its beak was a fresh star fruit. As the
bird flipped the fruit around, seeds fell to the ground. The earth under the tree was
already covered with bits of fruit and seeds.
De grabbed a bamboo stick and shook it at the raven, but the big bird kept on
eating as if he didn’t hear.
“Stop that, you terrible bird! Stop eating our star fruit,” De demanded and
shook the stick again. But the raven still ignored him.
Finally, De threw the bamboo stick at the bird with all his might and hit the
raven smack in the tail. It flew off with a loud “Caw!”
De looked at the mess on the ground and the empty spaces on the tree where
only that morning there had been luscious fruit. His wife brought out a basket and
began picking up the seeds and some partially eaten fruit, hoping to salvage some
of it.
“Don’t fret,” De said as he comforted her. “There is still some fruit left on
the tree. We’ll harvest tomorrow and buy your little pig. I can wait until later to
buy farm tools.”
So they retired into the house and took turns watching the tree in case the
raven returned. But just before dawn, De could not keep his sleepy eyes open.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Suddenly a loud “Caw!” and rustling leaves awakened the couple. They ran
to the door only to see the ground once again covered with seeds and the raven
perched in the tree.
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“Oh no!” De’s wife cried as she collapsed to the steps and covered her face
with her hands. “We are ruined. That terrible bird is eating all our star fruit, and
now we will starve and die alone in this deserted place.” As big tears fell down her
cheeks, the raven stopped eating and cocked his head sideways. To their surprise
the bird began speaking as clearly as any human:
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“Caw! Caw! Caw!
If you let me eat the khe,
I’ll pay you back in gold.
But first you must sew a bag,
And make it three hands by three.”
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Then the bird spread its huge wings and flew away. De and his wife looked
at each other in disbelief. They thought about it and talked of nothing else all day
while they did their chores.
“It cannot be true,” said De angrily. “How could a raven give us gold? It’s
just a trick to get the rest of our fruit. I say we should harvest now before he
returns.”
“Perhaps you’re right, dear husband. But what if he is a fairy in disguise?
Let me sew the bag three hands by three, just in case.”
De finally agreed and his wife sewed the bag that night. When the sun rose
over the mountains, they heard the rush of wind and the loud “Caw! Caw! Caw!”
and ran to the door.
Outside, the raven was standing under the khe tree. Quickly De’s wife
handed her husband the bag and gently urged him forward.
“Here is the bag,” De said, presenting it to the bird, “three hands by three.
You have eaten all my fruit, so now show me the gold.”
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
25
The raven spread its large wings in a welcoming gesture. De hopped onto its
back and wrapped his arms around the bird’s neck. High, high into the sky they
flew, and soon the wind whistled in De’s ears and the hut below looked tiny and
unimportant.
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They flew over the village and fields of waving green rice and over rugged
mountains where De saw tumbling waterfalls and a herd of elephants splashing in
the water. Onward they flew, over sparkling white beaches spotted with tall
coconut palms and over little fishing boats in the bay. Soon they were over the sea,
and the wind grew so strong that De clung for his life and closed his eyes. Finally
he felt the bird slow down and then descend. He opened one eye and saw an island,
as small as an ant, in the middle of the ocean.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
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The raven landed on the island. There were no trees or plants to speak of,
only barren cliffs and one large cave with a nest nearby. The raven yawned and
hopped up into the nest.
“I am going to sleep now,” said the bird. “Get anything you want from the
cave and wake me when your bag is full.”
Inside the cave De could not believe his eyes. The walls sparkled with
jewels. A chest overflowed with strings of pearls and the floor twinkled with pots
of gold. De laughed as he lifted up a necklace of pearls and jade.
“My beautiful wife would like this one,” he said, “and here’s some gold to
build her a house.” He selected the things he thought would please her, not caring
about himself. When he had finished collecting what he wanted, De awakened the
raven.
“But you haven’t filled the bag yet,” the raven said, rubbing his sleepy eyes.
“It doesn’t matter. I have more than enough riches here to last a lifetime,”
De said with a grateful smile as he climbed up onto the bird’s back.
De’s wife greeted her husband with hugs, for she had worried about him.
She turned to thank the raven, but it was gone.
De and his wife did not gloat over their fortune. They spent the treasure
wisely, a little at a time, buying only what they needed to build a modest rice farm
and buy some farm animals. They worked very hard and soon made a successful
living as rice farmers. Yet they always gave to the needy and helped their
neighbors. And they still took care of the khe tree and the little hut near the
mountains.
“The Raven and the Star Fruit” by Sherry Garland, from Children of the Dragon: Selected Tales from Vietnam.
Copyright © 2001 by Sherry Garland. Republished by permission of the author.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Read Selection 2, a story about a tribe that decides to ask animals for advice. Then
answer the questions that follow.
Selection 2
Three Birds
A Story from Saudi Arabia
by Saviour Pirotta
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A tribe of Bedouin was leaving its valley in search of a new place to live.
But where should the people go? East or west? South across the desert or north
over the hills?
“I think we should head north,” said the leader. “We might find grass for our
camels and sheep there and water in the wells.”
The oldest woman of the tribe spoke through her veil. “We cannot risk
moving north without knowing if it is safe to do so, and we have no time to send
scouts—not human ones, anyway. They are too slow, and the heat of the summer
will soon be upon us. With your permission, sir, I will deal with the problem . . .”
From a cage inside her tent the old woman took three birds: a pigeon, a
crow, and a partridge.
“Fly high, my dears,” she said, setting them free one by one. “Come back
and tell your grandmother what you see on the other side of the hills.”
The birds were gone in an instant, swooping up into the henna red sky. The
crow was the first to return. He settled onto the woman’s shoulder and cawed into
her ear.
“What is he saying?” asked the leader of the tribe. “He fears it is not good
country in the north,” said the old woman. “There is no grass for the camels and
the sheep, no prey for our dogs and falcons, and no water.”
“Perhaps we should head south,” said the leader.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
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As he spoke, the partridge and the pigeon appeared, the pigeon cooing, the
partridge gabbling.
“What are they saying?” asked the leader.
“Their report is opposite to the crow’s,” answered the old woman. “They say
that we should definitely travel north beyond the hills. The land there is lush and
green. There are gazelles to hunt, water in the wells, and sheltered valleys for our
tents.”
“Whom should we believe?” the leader of the tribe wanted to know.
“Two ropes are stronger than one,” said the old woman. “Let us go north
over the hills.”
At sunrise, the tribe dismantled their tents, rolled up their rugs, and
shouldered their cooking pots. The journey over the hills was long and tiring, but
when they pitched camp again, they had found a new home, somewhere that they
could prosper.
“We must thank the pigeon and the partridge for their good advice,” said the
leader of the tribe.
A great feast was organized, with meat and coffee spiced with cardamom
and ginger. As the women sang and the children swayed, the old woman stained
the pigeon’s feet red, as if she was a bride getting ready for her wedding feast. She
outlined the partridge’s eyes with black kohl, to show that she was an esteemed*
guest at the feast. But she took the crow from the cage and threw him out into the
desert. “We do not need liars in our midst,” she declared.
To this very day, the pigeon wanders around on red feet and the partridge
blinks eyes rimmed with black. The crow is still an outcast, living in the
wilderness. The Bedouin shoo him away whenever they see him!
_________________
*esteemed: greatly valued and appreciated
“Three Birds” by Saviour Pirotta, from Around the World in 80 Tales. Copyright © 2007 by Saviour Pirotta.
Reprinted by permission of Saviour Pirotta.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Item Type: Multiple Choice (MC); 1 point
Key: A
Standard(s):
RL.04.04 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Craft and Structure: Determine the meaning
of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g.,
Herculean).
RL.04.03 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Describe in depth a
character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or
actions).
RL.04.01 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
DOK: 2
1. Based on Selection 1, what is the first hint that the raven plans to fulfill his
promise to De and his wife?
A. The raven shows De the entrance of a large cave.
B. De’s wife suggests that they do what the raven asks.
C. De and the raven see the ocean.
D. The raven takes off into the air.
Distractor Analysis
A. KEY: The first hint that the raven plans to fulfill his promise to De and his
wife is when the raven shows De the entrance of a large cave.
B. When De’s wife suggests that they do what the raven asks is not the first hint
that the raven plans to fulfill his promise to De and his wife.
C. When De and the raven see the ocean is not the first hint that the raven plans to
fulfill his promise to De and his wife.
D. When the raven takes off into the air is not the first hint that the raven plans to
fulfill his promise to De and his wife.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Item Type: Multiple Choice (MC); 1 point
Key: B
Standard(s):
RL.04.03 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Describe in depth a
character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or
actions).
RL.04.01 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
DOK: 2
2. Based on Selection 1, De’s wife is the type of person who
A. puts the interests of others before her own.
B. believes in the promises of strangers easily.
C. remains fearful in the face of great dangers.
D. becomes angry at those who fail to please her.
Distractor Analysis
A. De is the type of person who puts the interests of others before his own based
on the selection.
B. KEY: Based on the selection, De’s wife is not the type of person who believes
in the promises of strangers easily.
C. Based on the selection, De’s wife is not the type of person who remains fearful
in the face of great dangers.
D. Based on the selection, De’s wife is not the type of person who becomes angry
at those who fail to please her.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Item Type: Multiple Choice (MC); 1 point
Key: C
Standard(s):
RL.04.03 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Describe in depth a
character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or
actions).
RL.04.01 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
DOK: 2
3. Based on Selection 2, the old woman believes it is important to
A. stay in one place.
B. do a job herself.
C. help others in the group.
D. allow young people more free time.
Distractor Analysis
A. The old woman does not believe it is important to stay in one place based on
the selection.
B. The old woman does not believe it is important to do every job herself based
on the selection.
C. KEY: Based on the selection, the old woman believes it is important to offer to
help others in the group.
D. The old woman does not believe it is important to allow young people more
free time based on the selection.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Item Type: Multiple Choice (MC); 1 point
Key: B
Standard(s):
RL.04.02 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Determine a theme of
a story, drama, or poem from details in the text; summarize the text.
RL.04.01 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
DOK: 2
4. In both selections, a similar pattern of events occurs. What similar problem
causes the main characters of each selection to begin searching for
something?
A. The language of the main characters became a problem for them to
understand.
B. The setting of the story created a difficult challenge for them to
overcome.
C. The physical appearance of the main characters created a sense of danger.
D. The traditions of the community became too old-fashioned to follow.
Distractor Analysis
A. The traditions of the community were not too old-fashioned to follow.
B. KEY: The story’s setting created a problem for them to overcome.
C. The physical appearance of the main characters was not a problem that caused
them to begin searching for something.
D. The traditions of the community being too old-fashioned to follow is not a
problem that causes them to begin searching for something.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Item Type: Evidence Based Selected Response (EBSR); 2 points
Key(s): B; D
Standard(s):
RL.04.09 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Integration of Knowledge and Ideas:
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional literature from different cultures.
RL.04.06 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Craft and Structure: Compare and contrast
the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL.04.01 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences from the text
DOK: 2
5. This question has two parts. Be sure to answer both parts of the question.
Part 1
Based on both selections, which point of view is most likely shared by the
main characters of each story?
A. Animals are a threat to a community’s survival.
B. Animals can change the course of a person’s life.
C. People must be careful about what words they say.
D. People should be less worried about how they act.
Part 2
Which evidence best supports the answer above?
A. Selection 1: “For the first time in many weeks, their future looked
bright.”
Selection 2: “spoke through her veil”
B. Selection 1: “She carefully counted the fruit”
Selection 2: “The crow was the first to return.”
C. Selection 1: “De looked at the mess on the ground and the empty spaces”
Selection 2: “The Bedouin shoo him away whenever they see him!”
D. Selection 1: “Inside the cave De could not believe his eyes.”
Selection 2: “somewhere that they could prosper”
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Item Type: Evidence Based Selected Response (EBSR); 2 points
Key(s): B; D
Standard(s):
RL.04.09 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Integration of Knowledge and Ideas:
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional literature from different cultures.
RL.04.06 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Craft and Structure: Compare and contrast
the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL.04.01 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Key Ideas and Details: Refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences from the text
DOK: 2
Distractor Analysis – Part 1
A. Based on both selections, that animals are a threat to a community’s survival is
not a point of view that is likely shared by the main characters of each story.
B. KEY: Based on both selections, that animals can change the course of a
person’s life is a point of view that is most likely shared by the main characters
of each story.
C. Based on both selections, that people must be careful about what words they
say is not a point of view that is likely shared by the main characters of each
story.
D. Based on both selections, that people should be less worried about how they
act is not a point of view that is likely shared by the main characters of each
story.
Distractor Analysis – Part 2
A. This evidence does not strongly support a reader’s recognition that a point of
view most likely shared by the main characters of each story is that animals
can change the course of a person’s life.
B. This evidence does not strongly support a reader’s recognition that a point of
view most likely shared by the main characters of each story is that animals
can change the course of a person’s life.
C. This evidence does not strongly support a reader’s recognition that a point of
view most likely shared by the main characters of each story is that animals
can change the course of a person’s life.
D. KEY: This evidence strongly supports a reader’s recognition that a point of
view most likely shared by the main characters of each story is that animals
can change the course of a person’s life.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
Item Type: Constructed Response (CR); 4 points
Standard(s):
W.04.02 (Common Core Stds - Writing-Revised 03-2012): Writing: Grade 4: Text Types and Purposes: Write
informative/explanatory texts to examine a topic and convey ideas and information clearly.
RL.04.09 (Common Core State Stds - Reading-Revised 03-2012): Literature: Grade 4: Integration of Knowledge and Ideas:
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional literature from different cultures.
RL.04.01 (Common Core State Stds - Reading-Revised 03-2012)
DOK: 3
6. Animals play an important role in both selections.
Compare and contrast how the animals are treated in each selection and how
their actions contribute to the events. Provide evidence from both selections to
support your answer.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
RUBRIC
Level
4
3
2
1
0
Description
Students craft a well-developed response using elaboration in support of the topic with a logical,
fluid progression of ideas through the use of complex strategies of development.
A level 4 response:
 thoroughly addresses the topic and purpose of the task;
 demonstrates clear focus throughout;
 is organized and has an effective introduction and conclusion;
 demonstrates a strong understanding of the text;
 skillfully includes relevant and specific details and examples when explaining what the text
says explicitly and when drawing inferences from the text; and
 demonstrates strong control of conventions; minor errors may be present.
Students include relevant details in support of the topic using a logical progression of ideas with
sufficient elaboration.
A level 3 response:
 generally addresses the topic and purpose of the task;
 is generally focused;
 is generally organized and has an introduction and conclusion;
 demonstrates a general understanding of the text;
 refers to details and examples when explaining what the text says and may draw inferences
from the text; and
 demonstrates general control of conventions; errors may be present.
Students include limited details in support of the topic, with lapses in the progression of ideas.
A level 2 response:
 partially addresses the topic and purpose of the task;
 demonstrates limited organization that may include lapses or unclear connections;
 demonstrates limited understanding of the text;
 makes limited reference to details and examples when explaining what the text says; and
 demonstrates limited control of conventions; errors may be distracting.
Students make an attempt to address the task, using minimal details.
A level 1 response:
 minimally addresses the topic or purpose of the task;
 demonstrates little, random, or no organization;
 demonstrates weak understanding of the text;
 makes little or no reference to details and examples; and
 demonstrates little or no control of conventions.
The response is off topic or off task or there is no response.
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ELA G4
Maryland English Language Arts Performance Task: Structured
Passage Name(s): The Raven and the Star Fruit / Three Birds
Grade: 4
Focus Statement: Analyzing Characters in Literary Text
TRAINING NOTES
A comparison and contrast of how the animals are treated in both selections
and how their actions contribute to the events may include, but is not limited to
the following:

Both selections show how important animals are to the survival of each
culture. They both suggest that to some extent animals deserve respect,
because human beings need them for their survival.
 In both selections, animals play a major role in the positive outcome for the
main characters.
 De and his wife have a struggling farm. The beginning of the selection
suggests that life for De and his wife would be easier if they could raise
ducks, fish, or keep water buffalo. De’s wife wants to sell the star fruit to
buy a pig for the farm.
 Like in the case of De and his wife, the Bedouins live in a culture where
animals play an important role in their society. The Bedouins depend on the
animals and sheep for their existence. When animals like the pigeon,
partridge, and crow speak to the old woman, the Bedouins take their words
seriously in deciding which direction to travel is best for the tribe.
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ELA G4