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which of the following was an outcome of the Columbian exchange

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A second-grade class includes several English learners whose home language is Spanish. For a series of whole-class lessons focused on promoting students' ability to analyze story relationships, the teacher selects the text Carlos and the Squash Plant (Carlos y la planta de calabaza) by Jan Romero Stevens, which has a side-by-side translation of the story in English and Spanish. In the story, the main character ignores his mother's warning that a squash plant will grow from his ears if he does not wash them, so a squash plant does indeed begin growing from his ear. The teacher invites a parent/guardian to read the Spanish version to the class. After the story is read-aloud to the students, the teacher conducts an analysis of the story with students with regard to key story elements (e.g., setting, characters, plot, message). The teacher then introduces students to a Somebody-Wanted-Because-But-So-Then chart to facilitate their ability to develop written summaries of the events in a story in a way that conveys story relationships. The prompts in the chart encourage students to consider the plot of a narrative text with regard to the main character's goals, motivations, and related actions. Students work with a partner to complete the right column of the chart and then develop a written summary of the text.The read-aloud portion of the lesson best demonstrates the teacher's understanding of the importance of selecting texts for reading instruction that:

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