The Iditarod, One’s Will to Survive

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 1: Language for Information and Understanding

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

select information appropriate to the purpose of their investigation and relate ideas from one text to another

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 2: Language for Literary Response and Expression

1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

recognize some features that distinguish the genres and use those features to aid comprehension

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 2: Language for Literary Response and Expression

1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 2: Language for Literary Response and Expression

2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

present personal responses to literature that make reference to plot, characters, ideas, vocabulary, and text structure

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 2: Language for Literary Response and Expression

2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

explain the meaning of literary works with some attention to meanings beyond the literal level

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 2: Language for Literary Response and Expression

2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 2: Language for Literary Response and Expression

2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

observe the conventions of grammar and usage, spelling, and punctuation

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 3: Language for Critical Analysis and Evaluation

2. Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.

monitor and adjust their own oral and written presentations to meet criteria for competent performance (e.g., in writing, the criteria might include development of position, organization, appropriate vocabulary, mechanics, and neatness. In speaking, the criteria might include good content, effective delivery, diction, posture, poise, and eye contact.)

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 4: Language for Social Interaction

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

listen attentively and recognize when it is appropriate for them to speak

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 4: Language for Social Interaction

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

take turns speaking and respond to other's ideas in conversations on familiar topics

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 4: Language for Social Interaction

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations

Broad Correlation

Learning Standards for English Language Arts (1996)

Standard 1: Language for Information and Understanding

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams

This data provided by the Achievement Standards Network

The Iditarod, One’s Will to Survive

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