NATIONAL STANDARDS
This teacher's guide has been prepared and noted according to the STANDARDS FOR THE ENGLISH
LANGUAGE ARTS, sponsored by National Council for the Teachers of English and the International Reading
Association.
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and
of the cultures of the United States and the world; to acquire new information; to respond to the needs and
demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw on
their prior experience, their interactions with other readers and writers, their knowledge of word meaning and
of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics.)
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media
techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems.
They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts,
and people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks,
video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across
cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the
English language arts and to develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy
communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
Source:
Sudden Squall
by Avi is syndicated by Breakfast Serials, Inc. Founded by Avi, this organization promotes literacy by
providing quality literature to our nation's newspapers. You may contact Breakfast Serials, Inc. at:
859 South York St.
Denver, Colorado 80209
Telephone: (888) 827-9014
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Jan McDonald, author of this teacher's guide, received her bachelor's degree in English education from Michigan
State University, and her master's degree in reading from the University of Colorado. She has worked as a reading
specialist for over 20 years. She welcomes your feedback at:
Jan McDonald
Rocky Mountain Readers
9716 Deerfield Rd.
Franktown, Co 80116
Email:
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