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JUNIOR SCHOLASTIC • APRIL 24, 2017
Read each story on pp. 4-5, then complete this graphic organizer. In the second column, write an inference you made while reading. (An inference is a conclusion based on evidence or reasoning.) In the next column, cite a detail from the text that supports your inference. In the last column, explain your answer.
MAKING INFERENCES
Reading Between the Lines
SKILLS SHEET Name: Date:
KEY STANDARD
RI.6-8.1
ARTICLE INFERENCE DETAIL FROM TEXT EXPLANATION
Napping at School?!
Drone Hunters
Where People Live the Longest
Junior Scholastic®
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • APRIL 24, 2017
Read the article on pp. 6-9, then answer these questions.
TEST PREP
Know the News: Undocumented & Afraid
1. Which is a central idea of the article? A President Donald Trump issued an executive
order giving immigration officials greater authority to deport undocumented immigrants.
B About 750,000 young people are protected by the Deferred Action for Childhood Arrivals (DACA) program.
C Seattle, Washington, is a sanctuary city. D Most undocumented immigrants in the U.S.
come from Mexico and Central America.
2. Which statement best supports that central idea? A Trump has threatened to withhold federal
funds from sanctuary cities. B “[We] will stay . . . united against any and all
efforts to divide our residents.” C “If someone is here illegally, they are targets for
removal.” D Some people say undocumented immigrants
take jobs from Americans.
3. What does abolish mean in this sentence? “Trump said DACA was unconstitutional, and he vowed to abolish the program.”
A expand C end B promote D uphold
4. How does the section “Tougher Rules” contribute to the article?
A It discusses who qualifies for DACA protection. B It provides more details about Trump’s
executive order on deportations. C It explains ways in which sanctuary cities are
fighting back to protect immigrants. D It describes how an undocumented immigrant
in Phoenix, Arizona, was deported.
5. Guadalupe García de Rayos was deported to which country?
A Ghana C Honduras B Guatemala D Mexico
6. Which statement is true? A The DACA program protects people who came
to the U.S. illegally as adults. B When he was campaigning for president,
Trump promised to uphold DACA. C An estimated 11 million people in the U.S. are
protected by DACA. D Those protected by DACA receive permits to
work legally in the U.S.
7. Which happened most recently? A Paola Benefo’s father was deported. B Benefo’s mother was deported. C Benefo received a call from her mother’s lawyer. D Benefo came to the U.S. from Ghana.
8. According to the article, which is true of former President Obama?
A He prioritized deporting undocumented immigrants who were dangerous criminals.
B He established sanctuary cities in the U.S. C He came up with the idea to build a wall along
the U.S.-Mexico border. D He said that undocumented immigrants
“victimize Americans.”
9. Which of these statements is an opinion? A Benefo’s parents overstayed their tourist visas. B Benefo is a strong person. C People born in the U.S. are automatic citizens. D Trump once said DACA was unconstitutional.
10. Which of these is a key detail that should be included in a summary of the article?
A Trump recently said many of the young people protected by DACA are “incredible kids.”
B Using a fake Social Security number is a crime. C Any undocumented immigrant who has
committed any crime can now be deported. D Sanctuary cities refuse to allow their police
officers to arrest undocumented immigrants.
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • APRIL 24, 2017
KEY STANDARD
RI.6-8.5
Authors use various elements—such as anecdotes, graphics, and statistics—to engage readers and aid comprehension. Read “Undocumented & Afraid” (pp. 6-9). Then select one anecdote, one graphic or photo, and one statistic from the article and use them to complete these charts.
UNDERSTANDING AN AUTHOR’S TECHNIQUES
Identifying the Parts of a Story
Anecdote
Describe the anecdote.
Make an inference from this anecdote.
Does this anecdote make the article more interesting and contribute to the overall development of ideas? Explain.
Graphic or Photo
Describe the graphic or photo.
Make an inference from this graphic or photo.
How does this graphic or photo contribute to the article?
Statistic
Describe the statistic.
Make an inference from this statistic.
Why do you think the author included this statistic?
KEY STANDARD
RI.6-8.4 Here are a few clues for you to puzzle over. Answers to starred clues are in the article on pp. 12-17 of JS. For the rest, you’re on your own!
BUILDING VOCABULARY
Crossword Puzzle
Across *1 Russia’s capital
*4 Russian President Vladimir _____
*5 This Middle East nation receives weapons from Russia.
*6 The decades-long conflict between the U.S. and the Soviet Union (2 words)
*8 Russia is supporting the government of this country in its civil war.
*9 A 28-member alliance led by the U.S. (abbr.)
11 A chain of coral or rocks near the ocean surface
13 London is the capital of this country. (abbr)
14 A book for one’s most private thoughts
*15 U.S. president during a U.S.-Soviet thaw: Ronald _____
*16 President Trump’s embrace of Putin could provide a “_____” of relations.
*17 The Soviet Union was made up of 15 _____.
*18 5 Across is Israel’s sworn _____.
Down 2 Name of the hunter constellation
*3 Nicholas II and other Russian rulers before the revolution
4 Very light in color
*6 Peninsula seized by Russia from 10 Down
*7 4 Across is an _____ leader.
*10 Neighboring country invaded by Russia
*11 The U.S. and Russia have a long-standing _____.
*12 The Soviet Union and the U.S. came to the brink of nuclear war during the Cuban _____ Crisis.
15 Italy’s capital
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JUNIOR SCHOLASTIC • APRIL 24, 2017
SKILLS SHEET Name: Date:
Junior Scholastic®
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • APRIL 24, 2017
Read the article on pp. 12-17, then answer these questions.
TEST PREP
Know the News—Russia: Friend, Enemy, or Frenemy?
1. Which is a central idea of the article? A U.S. President Donald Trump says he wants to
work with Russian President Vladimir Putin to improve ties between the United States and Russia, but doing so may be difficult.
B Autocratic czars once ruled Russia. C The U.S. and Russia disagree on what to do
about Syria’s civil war. D During the Cuban Missile Crisis, tensions
between the U.S. and the Soviet Union reached a high point.
2. Which statement best supports that central idea? A “Russia had no experience with democracy.” B “In 2015, Russia sent its military to Syria.” C “It may be hard for the two strong-willed
leaders to cooperate without eventually clashing.”
D “The U.S. and the Soviet Union came to the brink of nuclear war.”
3. What was the Soviet Union’s goal during the Cold War?
A to become democratic B to bring Putin to power C to stop ISIS D to spread Communism around the world
4. Which of these happened most recently? A The Soviet Union collapsed. B Putin worked for the KGB. C Boris Yeltsin was elected president. D Russia invaded Ukraine.
5. Details from the sidebar “Did Russia Hack Our Election?” would best fit under which section?
A Putin’s Rise & Recent Tensions B Expectations vs. Reality C A New Cold War or a Fresh Start? D A Long-Standing Rivalry
6. What does foes mean in this statement? “The fortunes of the two old foes went in different directions.”
A friends C enemies B colleagues D politicians
7. Which of these statements is true? A Trump and Putin agree on almost everything. B Russia is a sworn enemy of Syria. C The U.S. imposed sanctions on Russia for
invading Ukraine. D Relations between the U.S. and Russia are
better than they have been in decades.
8. What does prosperity mean in this statement? “[Putin] promised security and prosperity.”
A financial success C poverty B freedom D fairness
9. What does Trump’s Russia adviser, Fiona Hill, mean when she says renewed cooperation with Russia “isn’t in the cards”?
A She supports more cooperation between the U.S. and Russia.
B Cooperation isn’t likely to happen. C Trump hasn’t sent her a card asking for better
cooperation with Russia. D Russia refuses to reveal its plans to the U.S.
10. Which of these is a key detail that should be included in a summary of the article?
A Trump and Putin have tweeted praise for each other.
B Putin dislikes Hillary Clinton, the former Democratic presidential nominee.
C Russians can now buy Nike sneakers. D The U.S. is investigating possible Russian
interference in the 2016 U.S. presidential election.
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Junior Scholastic®
JUNIOR SCHOLASTIC • APRIL 24, 2017
KEY STANDARD
RH.6-8.9
1. What do you think is President Bush’s purpose in this address? What does he want Americans to take away from it?
2. What does Bush say the collapse of the Soviet Union means for Americans?
3. How would you describe Bush’s tone?
4. What do you think Bush means when he calls the Soviet Union’s collapse a “victory for the moral force of our values”?
5. In his speech, Bush says that “our enemies have become our partners.” Based on the article you read on pp. 12-17, has Bush’s optimistic statement turned out to be justified?
Questions
For decades following World War II, the United States was locked in a Cold War with the world’s only other superpower at the time, the Soviet Union. (See pp. 12-17.) But in the late 1980s, the Soviet Union began to weaken, and in December 1991, it broke up into 15 independent countries. On Christmas Day that year, Mikhail Gorbachev stepped down as the Soviet Union’s last leader. For the U.S., it marked the end of a tense era.
Below is an excerpt from a televised speech U.S. President George H. W. Bush delivered to the nation on December 25, 1991, upon hearing the news. Read it, then answer the questions that follow.
ANALYZING A PRIMARY SOURCE
“The Soviet Union . . . Is No More”
Good evening, and Merry Christmas to all
Americans across our great country. During these
last few months, you and I have witnessed one
of the greatest dramas of the 20th century—the
historic and revolutionary transformation of a . . .
dictatorship, the Soviet Union, and the liberation
of its peoples. As we celebrate Christmas—this day
of peace and hope—I thought we should take just
a few minutes to reflect on what these events mean
for us, as Americans.
For over 40 years, the United States led the West
in the struggle against Communism and the threat
it posed to our most precious values. This struggle
shaped the lives of all Americans. It forced all
nations to live under the specter [threat] of nuclear
destruction. That confrontation is now over. The
nuclear threat—while far from gone—is receding.
Eastern Europe is free. The Soviet Union itself is
no more. This is a victory for democracy and free-
dom. It’s a victory for the moral force of our values.
Every American can take pride in this victory, from
the millions of men and women who have served
our country in uniform, to millions of Americans
who supported their country and a strong defense
under nine presidents.
New, independent nations have emerged out of
the wreckage of the Soviet empire. Last weekend,
these former republics formed a Commonwealth
of Independent States. This act marks the end of
the old Soviet Union, signified today by Mikhail
Gorbachev’s decision to resign as president. . . .
We stand tonight before a new world of hope
and possibilities and hope for our children, a world
we could not have contemplated a few years ago.
The challenge for us now is to engage these new
states in sustaining the peace and building a more
prosperous future. . . .
This is a day of great hope for all Americans. Our
enemies have become our partners, committed to
building democratic and civil societies. They ask
for our support, and we will give it to them. We will
do it because, as Americans, we can do no less.
KEY STANDARD
RH.6-8.7 In “Beijing Standoff” (pp. 18-20), you read the winning entry to our 2017 Eyewitness to History contest about pro-democracy protests in Tiananmen Square. Study this chronology to learn more about the highs and lows of modern China’s rise over the past 70 years, then answer the questions on a separate sheet of paper.
READING A CHRONOLOGY
China: Past to Present
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • APRIL 24, 2017
➤ ➤ ➤
➤➤
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➤➤
➤➤
1949 Communist
China: Upon leading the Communists to victory over the Nationalists after more than 20 years of civil war, Mao Zedong establishes China as a Communist nation. He officially renames the country the People’s Republic of China. Relations with the U.S. are strained.
1976 Economic Rise: Mao dies. China’s new leaders begin to adopt reforms that loosen government control of the economy. In the coming decades, other nations rush to do business with China, and the country becomes a global economic powerhouse.
1958 The Great Leap
Forward: Under this government program, millions of farmers are sent to work in factories in an attempt to transform China into an industrial power. Few people are left to tend to the farms. Crops—if they’re planted at all—rot in fields. As many as 50 million Chinese starve to death during the resulting famines.
1989 Tiananmen Square: As the economy grows, so does the desire of many Chinese for new political freedoms. Hundreds of thousands of pro-democracy demonstrators assemble in Beijing’s central square. Unable to break up the protest, the government calls in the army, which opens fire. Hundreds—if not thousands—of people are killed in the crackdown. Many others are injured or arrested.
1966 Cultural
Revolution: Sensing that his influence in the government is weakening, Mao orders the masses to revolt against people he labels “enemies” of Communism, including teachers and intellectuals. Over the next decade, thousands of people are killed and millions of others are persecuted.
2003 Space
Ambitions: China successfully sends an astronaut to space aboard the Shenzhou 5 spacecraft, becoming the third country (after Russia and the U.S.) to complete a manned space mission.
1972 Nixon
Visits: Richard Nixon is the first U.S. president to travel to the People’s Republic of China since it was established. The historic visit marks an attempt between the two countries to overcome decades of mistrust.
2017 Economic
Outlook: After overtaking Japan’s economy in 2010 to become the world’s second-largest after that of the U.S., China’s economy today is slowing down. However, many experts believe it will still surpass America’s by 2026.
➤
1. For how many years has China been a Communist country?
2. How did Mao Zedong’s death affect China’s economy?
3. According to this chronology, what happened 51 years ago?
4. What was the purpose of the Great Leap Forward? What was an unintended effect?
5. Summarize what happened during the Tiananmen Square protests of 1989.
Questions
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JUNIOR SCHOLASTIC • APRIL 24, 2017
SKILLS SHEET Name: Date:
Junior Scholastic®
KEY STANDARD
RH.6-8.7 The first runner-up in our 2017 Eyewitness to History Contest interviewed her father, who grew up in the Soviet Union during the Cold War. (See “Life in the Soviet Union,” p. 21.) For decades, the Soviet Union seemed indestructible. But in 1991, the Communist giant broke up into 15 independent countries. Study this timeline to learn more about events that led to the collapse of the Soviet Union. Then answer the questions that follow.
READING A CHRONOLOGY
The End of the Soviet Union
1. How many years ago did the Soviet Union invade Afghanistan? What was the outcome of the invasion? ____________________________________________
______________________________________________________
2. Which Soviet leader introduced reforms known as glasnost and perestroika? Summarize those terms.
______________________________________________________ ______________________________________________________ ______________________________________________________
3. In which year did Soviet leaders allow private ownership of businesses for the first time in more than 60 years? ______________________________________
4. How many years ago did the Soviet Union collapse? It dissolved into how many countries?
______________________________________________________
5. Conduct additional research about the Soviet Union to find another event to add to this timeline. Write it on the lines below.
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
Questions
➤ ➤
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➤➤
1979: The Soviet
Union invades
Afghanistan. Most
world leaders
condemn the
invasion. A decade
later, the Soviets
withdraw in defeat.
1988: Soviet law
allows private
ownership of
businesses for the
first time in more
than 60 years.
1982: Leonid Brezhnev,
a powerful and feared
Soviet leader, dies. After
decades of economic
disasters—worsened by a
huge military buildup—
Russian reformers begin
to make political and
economic changes.
1990: Reformer Boris
Yeltsin is elected president
of the Russian republic,
the largest part of the
Soviet Union. He shocks
Soviet officials by quitting
the Communist Party.
1985: Mikhail Gorbachev becomes the leader
of the Soviet Union. He moves to improve
relations with the West and introduces social and
economic reforms called glasnost and perestroika.
(In Russian, glasnost means “openness.” It refers
to a policy of open discussion of political and
social ideas and criticism. Perestroika means
“restructuring.” The term refers to economic and
governmental reform.)
1991: In August, a group of hard-line
Communists try to seize power from Gorbachev
in a failed coup. (A coup is a sudden, often violent,
overthrow of a government by a small group.)
Yeltsin defends Gorbachev. But in December,
Yeltsin and the leaders of other republics create
a new alliance to replace the Soviet Union. On
December 25, Gorbachev resigns, and the Soviet
Union dissolves.
➤
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JUNIOR SCHOLASTIC • APRIL 24, 2017
SKILLS SHEET Name: Date:
Junior Scholastic®
What does it take to conduct a successful interview? Read “Beijing Standoff” (pp. 18-20) and “Life in the Soviet Union” (p. 21). Then complete this graphic organizer to analyze the two interviews.
INFORMATIONAL WRITING
What Makes for an Effective Interview?
KEY STANDARD
WHST.6-8.2
QUESTIONS ANALYSIS
1. What do you think Ava Ng
and Alessandra Minin
did to prepare for their
interviews?
2. What made Shelly Ng
and Yury Minin good
candidates to interview?
3. Describe some
characteristics of Ava’s
and Alessandra’s
interview questions.
4. What made Shelly’s
and Yury’s responses
powerful?
5. Look at the photos that
accompany each interview.
Why do you think these
particular images were
chosen? How do they
complement the text?
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JUNIOR SCHOLASTIC • APRIL 24, 2017
SKILLS SHEET Name: Date:
Junior Scholastic®
Read the debate “Should Kids Learn Cursive in the Digital Age?” (pp. 22-23), then complete the activity below.
EVALUATING ARGUMENTS
What’s Your Opinion?KEY
STANDARD
RI.6-8.8
1. Identify a central idea of the “yes” side of the debate. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
2. Identify a central idea of the “no” side of the debate. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
3. Write a three- to five-sentence objective summary of the debate. (Tip: An objective summary should be free of your own opinions on the topic.)
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
4. List at least two facts and two opinions in the debate.
5. Overall, which side of the debate do you find more convincing? Explain. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
FACT OPINIONS
KEY STANDARD RI.6-8.2 RI.6-8.4 RH6-8.5 RH.6-8.8 Quiz Wizard How much do you know about what’s
in this issue? Take this quiz to find out.
CENTRAL IDEA OR DETAIL? Undocumented & Afraid (pp. 6-9)
Label each statement CI for central idea or D for detail.___ 1. Sanctuary cities protect
undocumented immigrants.___ 2. Many undocu mented immi-
grants in the U.S. are from Mexico and Central America.
___ 3. President Donald Trump issued an executive order that gives officials greater authority to deport undocumented immigrants.
___ 4. Trump’s order on depor-ta tions doesn’t affect the Deferred Action for Child-hood Arrivals (DACA) program.
___ 5. Millions of undocumented immigrants are facing new challenges.
CHRONOLOGICAL ORDER Russia: Friend, Enemy, or Frenemy? (pp. 12-17)
Number these events in the order in which they occurred, from 1st to 5th.___ 6. Mikhail Gorbachev
becomes the leader of the Soviet Union.
___ 7. Missiles in Cuba bring the U.S. and the Soviet Union to the brink of nuclear war.
___ 8. The U.S. and the Soviet Union are allies in the war against Nazi Germany.
___ 9. Russia sends its military to Syria.
___ 10. Russia takes control of the Crimean Peninsula.
CONTEXT CLUES Beijing Standoff; Life in the Soviet Union (pp. 18-21)
Fill in the letter of the best meaning of each bolded word. 11. When I was at school, a lot of
what we were taught was biased toward the Communists.
A rude or offensive B suspicious or distrustful C unfairly favoring one side
or group over others
12. Politicians on TV started talking about . . . transparency.
A openness to public study or examination
B being threatened by public study or examination
C suspicious behavior by government officials
13. The government imposed restrictions on . . . which jobs we could take, and so on. We didn’t want to live with a glass ceiling.
A limitations that keep a particular group from reaching higher-level positions in business or government
B a negative outlook on life that’s difficult to change
C surveillance by a government on its citizens
14. From the moment we applied for . . . [a] visa, the state treated us as traitors and took our Soviet citizenship away.
A a government job
B a government policy that blocks immigration
C official documentation that allows someone to enter another country
15. I had a lot more freedom, but also a lot more personal responsibility. The society of the U.S. is much more individualistic [than that of the Soviet Union].
A placing restrictions on personal values, rights, and duties
B requiring every citizen to vote
C supporting personal values, rights, and duties
FACT OR OPINION? Should Kids Learn Cursive in the Digital Age? (pp. 22-23)
Label each statement F for fact or O for opinion.___ 16. Cursive writing is too time-
consuming to learn.___ 17. Only 14 states currently
require that cursive writing be taught in public schools.
___ 18. More states should require students to learn cursive writing.
___ 19. Studies show that kids who write in cursive score better on spelling tests than those who print.
___ 20. It would be better to teach students how to read cur-sive than how to write in it.
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SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC • APRIL 24, 2017
Read the following definitions and example sentences of vocabulary words from this issue. Then find two other words from the issue to define and give an example for each.
Words to KnowKEY
STANDARD
RH.6-8.4
Junior Scholastic®
1. asylum (n): a protection given to someone who
has had to leave his or her native country as a political
refugee
• example: The family of Syrian refugees was granted
asylum in the United States.
2. autocratic (adj): having absolute power or
authority; ruling without checks or limitations
• example: The autocratic ruler jailed opponents
for criticizing his administration.
3. Communist (adj): based on principles of
Communism, a system in which the government has
almost total control and individual freedom is limited
• example: Government control of the media is
common to most Communist countries.
4. ecologist (n): a person who studies the
relationships between groups of living things and
their environment
• example: The ecologist published a paper on the
effects of pesticides on the environment.
5. intelligence agency (n): a government
department that collects secret information about
enemies or other governments
• example: The National Security Agency is a U.S.
intelligence agency that collects and monitors
electronic data in search of threats to the country’s
safety.
6. republic (n): a political and territorial unit of the
Soviet Union (but usually defined as a country that is
governed by elected representatives)
• example: The nation of Georgia, a former Soviet
republic, has struggled to maintain its independence
from neighboring Russia.
7. Social Security number (n): a government-
issued identification number that is needed to get
a job in the U.S.
• example: Betsy needed her Social Security number to
apply for a summer job at Starbucks.
8. undocumented (adj): lacking official papers
for legal residence
• example: Maria’s parents, who had come to the U.S.
from Ecuador, were undocumented and couldn’t
legally get drivers’ licenses.
9. visa (n): an official authorization in a passport or
similar document permitting entry into and travel
within a particular country
• example: When Jamal was accepted to study at a
university in Paris, he had to apply for a student visa
at the French consulate in New York City.
10. word: _____________________________________ ( ):
__________________________________________________________
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__________________________________________________________
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• example: __________________________________________________
__________________________________________________________
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11. word: _____________________________________ ( ):
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
• example: __________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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BUILDING VOCABULARY
SKILLS SHEET Name: Date:
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JUNIOR SCHOLASTIC
Choose any two articles in this issue of JS and complete each graphic organizer below by filling in the central idea and three details. (The central idea is what an article is mainly about. Details support the central idea.)
DETERMINING THE CENTRAL IDEA
What’s It All About?
SKILLS SHEET Name: Date:
Junior Scholastic®
TIP: A central idea is not necessarily the article’s first sentence. You can find the central idea by reading the text closely and asking yourself, “What does the author most want me to know?”
Putting It All Together Choose one of the articles you examined above and summarize it in three to four sentences on a separate sheet of paper.
ARTICLE 1
CENTRAL IDEA
DETAIL 1 DETAIL 2 DETAIL 3
ARTICLE 2
CENTRAL IDEA
DETAIL 1 DETAIL 2 DETAIL 3
KEY STANDARD
RH.6-8.2
Critical Thinking Are any of your W questions still unanswered? If so, which ones? How might you go about finding the answers? Explain.
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KEY STANDARD
RI.6-8.10 When you read an article, you might already be familiar with the topic, or it might be the first time you’ve ever heard of it. A KWL chart is a useful tool for reflecting on your own background knowledge of a topic or an event, so you can prepare to learn more and deepen your understanding.
Choose any article in this issue of JS. Before reading it, complete the K and W columns as best you can. After reading the article, fill out the L column. Then answer the critical-thinking question at the bottom of the page.
ASSESS PRIOR KNOWLEDGE
Charting Your Knowledge
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JUNIOR SCHOLASTIC
KWhat I Know
WWhat I Want to Know
LWhat I’ve Learned
SKILLS SHEET Name: Date:
Junior Scholastic®
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JUNIOR SCHOLASTIC
Reading an article closely involves thinking critically about the text—plus any photos, maps, graphics, and other elements—and considering how the author presents information. It often requires you to read a text multiple times. Reading closely will help you gain a deeper understanding of an article. But how do you do that? Choose any article in this issue of JS. Then use this guide to read it closely.
CLOSE READING
Close Reading Checklist
¨ STEP 1: Number each paragraph of the article. This will help you cite evidence from the text when answering questions or participating in a class discussion.
¨ STEP 2: Annotate the text. Jot down any comments or questions in the margins. Marking up the article as you read will help you pause, observe, and think critically rather than rushing through it.
* Place a star next to anything that seems important.
? Write a question mark next to words, phrases, or concepts
you don’t understand.
! Put an exclamation point next to anything you find surprising or interesting.
¨ STEP 3: Write a brief summary of each chunk or subsection of the article. (Ask yourself: What is being said?)
¨ STEP 4: Write a brief analysis of each chunk or subsection of the article. (Ask yourself: What does this section add to the article? What might have been the author’s purpose for including it? Why does the author use particular words and phrases? What inferences can I make?)
¨ STEP 5: Examine the visuals. Write a brief explanation of what any photos, maps, graphics, and other visuals show. (Ask yourself: Why might the author have included them? What do they add to the information provided in the text?)
¨ STEP 6: Dig a little deeper. Reread the article and revise your analysis as necessary. Sometimes a text is like a puzzle, and you need to read it multiple times before you can see how all the pieces fit together.
RI.6-8.1
KEY STANDARD
SKILLS SHEET Name: Date:
Junior Scholastic®
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Authors often incorporate quotes and statistics into their articles to support a claim or illustrate a point. Looking closely at these details and considering why they were included can help you understand the article—and the topic—on a deeper level.
Choose any feature article in this issue of JS. Then select three of its quotes or statistics to analyze using the table below.
CLOSE READING
Digging Into the DetailsKEY
STANDARD
RI.6-8.1
Quote or statistic (Include the page number.)
Summarize the quote or statistic in your own words.
Why might the author have included it?
Putting It All Together What other types of quotes or statistics could have been included to support this article? Explain.
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JUNIOR SCHOLASTIC
SKILLS SHEET Name: Date:
Junior Scholastic®
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JUNIOR SCHOLASTIC
Photos and graphics are powerful tools that help convey information that words alone cannot. As a reader, you’ll get more out of an article if you think about the visuals not as mere artistic elements but as additional sources of information. Choose any feature article in this issue of JS. Then select three of its visuals to analyze using the table below.
INTEGRATING VISUALS
Close Reading of Photos and Graphics
RI.6-8.7
KEY STANDARD
Page Number
Summarize what the visual shows.
Choose a detail from the visual and explain what makes
it interesting or surprising.
Explain how this visual adds to or enhances the information
provided in the text.
Putting It All Together 1. Why do you think the editors chose to include these visuals?
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2. What other types of photos or graphics could have been included to support this article? Explain.
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SKILLS SHEET Name: Date:
Junior Scholastic®
Putting It All Together On a separate sheet of paper, write two to three paragraphs explaining these similarities and differences. Be sure to use compare-and-contrast transition words and phrases. Key words and phrases commonly used to express comparison include similarly, both, also, as well as, in the same way, and likewise. Key words and phrases commonly used to express contrast include although, while, but, as opposed to, however, and on the other hand.
KEY STANDARD
RI.6-8.5
Choose two people, events, or ideas from any article in this issue of JS. Compare and contrast them using the Venn diagram below. List at least two differences on each side, and write any similarities in the overlapping section. Then respond to the writing prompt at the bottom of the page.
COMPARE AND CONTRAST
Understanding Similarities and Differences
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JUNIOR SCHOLASTIC
(Name of a person, event, or idea)
(Name of a person, event, or idea)
SKILLS SHEET Name: Date:
Junior Scholastic®
JUNIOR SCHOLASTIC
Welcome to do-it-yourself vocabulary! We’re leaving it to you to teach yourself the meanings of unfamiliar words you encounter in any JS article. In the space provided below, write the title of the article you’re working on. Then find three words in that piece whose meanings you’re unsure of. Write each word in one of the gray tabs, followed by the number of the page on which it appears. Then write what you think the word means based on context clues. Next, look up the word in a dictionary and write down its definition. Last, use the word in a sentence.
BUILDING VOCABULARY
DIY Vocabulary
ARTICLE:
word: page:
What I think the word means based on context clues:
Dictionary definition:
Example sentence:
word: page:
What I think the word means based on context clues:
Dictionary definition:
Example sentence:
word: page:
What I think the word means based on context clues:
Dictionary definition:
Example sentence:
KEY STANDARD
RI.6-8.4
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Did the author provide sufficient evidence? (Is it enough to support the claim, or is more information needed?) Explain.
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Is the author’s reasoning sound? (Is it accurate and logical? Is it based on facts, not opinions?) Explain.
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Overall, does the author successfully support his or her claim? Explain.
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KEY STANDARD
RI.6-8.8When writing an argument, authors include reasons and evidence to support their claims. Choose a claim presented in this issue of JS. Then use the following prompts to analyze it.
EVALUATING ARGUMENTS
Are You Convinced?
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Supporting EvidenceIs this piece of evidence relevant?
(In other words, does it relate to this particular claim and help to support it?) Explain.
1.
2.
Author/Speaker’s Name: _______________________________________________________________________________________________
Claim: ____________________________________________________________________________________________________________________
SKILLS SHEET Name: Date:
Junior Scholastic®
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An effective presentation has interesting content that’s delivered in an engaging way. The presenter should capture the audience’s attention by making eye contact and speaking at an appropriate volume. Any accompanying visuals should also be appealing, without too much text or any unnecessary details. Below is a checklist of five things to keep in mind when giving a presentation. Study this list before you give a presentation to remind yourself what to practice or include. Use it again after your presentation to assess how well you did. (You may want to ask a classmate to help you evaluate your performance.)
PRESENTATION SKILLS
Presentation Self-Assessment
SL.6-8.4
KEY STANDARD
Comments 1. Explain one thing you think you did particularly well.
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2. Explain one thing you think you should work to improve for next time.
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¨ Did I speak at an appropriate pace and volume?
¨ Did I make eye contact with the audience?
¨ Did I refrain from fidgeting, pacing, and other distracting body language?
¨ Did I use relevant visuals (poster, video, etc.)that enhanced my presentation?
¨ Did my visuals contain an appropriate amount of information that helped the audience understand the topic?
SKILLS SHEET Name: Date:
Junior Scholastic®
KEY STANDARD
WHST.6-8.8 When you incorporate information from other sources into your writing, you may choose to quote the material or paraphrase it. A quotation is an exact copy of the words an author or speaker uses. A quotation should be surrounded by quotation marks. You should quote a source when the language is powerful and you want to retain the exact wording. To paraphrase is to put something written or spoken by someone else into your own words. Something that’s paraphrased is not surrounded by quotation marks. You should paraphrase when you need to summarize a quote’s meaning or the exact language isn’t critical. When paraphrasing, be sure to rewrite the whole sentence; don’t just swap out a word or two.
WRITING SKILLS
Quote vs. Paraphrase
JUNIOR SCHOLASTIC
Example—quote: According to the Library of
Congress, “Abraham Lincoln was the second
speaker on November 19, 1863, at the dedication
of the Soldiers’ National Cemetery at Gettysburg.
Lincoln was preceded on the podium by the
famed orator Edward Everett, who spoke to the
crowd for two hours. Lincoln followed with his
now immortal Gettysburg Address.”
Example—paraphrase: President Abraham
Lincoln delivered his now-famous Gettysburg
Address on November 19, 1863. He spoke
to the crowd at the dedication of the Soldiers’
National Cemetery. Edward Everett, a famous
orator, addressed the audience first, delivering
a two-hour speech.
Choose any feature article in this issue of JS. Write a summary of the article on the lines below. Include at least two quotations from the article and two passages that you’ve paraphrased.
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SKILLS SHEET Name: Date:
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JUNIOR SCHOLASTIC
The internet is full of useful information—as well as a lot of information that’s incorrect or biased. Sometimes telling the difference is harder than you might think.
When conducting research, it’s important to check whether your sources are credible and accurate. That’s especially true for online sources, because the web makes it easy for anyone to publish just about anything. (Remember: You should always have more than one source for any fact you use.) Here are some questions to help you determine whether your online source is trustworthy.
EVALUATING SOURCES
Not All Sources Are Created Equal
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WEBSITE 1: __________________________________________
Author or agency/group and credentials: _______________
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Purpose of site: _______________________________________
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When was it last updated? _____________________________
Is it a reliable source? Explain. _________________________
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WEBSITE 2: __________________________________________
Author or agency/group and credentials: _______________
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Purpose of site: _______________________________________
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When was it last updated? _____________________________
Is it a reliable source? Explain. _________________________
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1. Who created the website? The site’s URL can help you figure this out. Sites that end in .gov, for example, were created by the federal government. Typically, .edu means the site is affiliated with a college or university, and .org means that an organization, such as a nonprofit, is behind the site.
2. What are their credentials? What qualifies this organization or individual to provide information on this topic? If a person runs the site, consider his or her occupation, years of experience, and education. If an organization runs the site, consider how long that group has been around, and if it exists only locally or has a national or worldwide presence.
3. What is the site’s purpose? Does the site exist solely to inform or teach, or is it selling a product or advocating for a particular cause? Is there evidence that the site is biased or prejudiced in favor of a certain outcome? (For example, a website that’s dedicated to attacking a specific political candidate will not be objective.)
4. Is the site current and functional? Try to find the date when the web page or site was last updated. (If it’s old, the data may no longer be accurate.) Are the links working properly? Broken links, spelling mistakes, and other errors are signs that a site may not be trustworthy.
Choose a topic in this issue of JS to examine further. Then pick two sources from your research to analyze below.
Putting It All Together See if you can verify the information your online sources provide through a non-web-based source, such as a book, map, or other reference.
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KEY STANDARD
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A summary is a short statement or paragraph that tells what an article is mainly about. An objective summary does not include your opinions. (Remember that summarize means to sum up. When writing a summary, you’re summing up what an article says, not weighing in on it. An objective summary is different from a review, which includes your opinions.)
Writing an objective summary can help you comprehend what you’ve read and teach other people about a topic. After all, if you can accurately explain the gist of an article to someone else in just a few sentences, it’s likely that you’ve understood what it’s about.
How do you craft an objective summary? Choose any article in this issue of JS. Then follow the steps below to summarize it.
WRITING AN OBJECTIVE SUMMARY
Summarizing 101
Challenge On a separate sheet of paper, turn your objective summary into a review of the article. How do an objective summary and a review differ in terms of purpose, tone, and content?
Step 1: Write the main idea of the article here.
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Step 2: Find three key details from the article that support that main idea. Write them in your own words in two to three sentences here. (Hint: Avoid choosing minor details from just one section of the article. Instead, pick key details that support the article’s overall main idea.)
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Step 3: Combine your answers to steps 1 and 2 to form one cohesive paragraph. Make sure your sentences are free of opinions. Revise as necessary.
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JUNIOR SCHOLASTIC
News stories should convey information in a clear, precise way. Review the elements of a news story below. Then look closely at any feature story in JS to answer the questions that follow.
IDENTIFYING TEXT FEATURES
Anatomy of a News Story RI.6-8.5
Headline: This is the main title of the story. A good headline attracts readers’ attention and suggests what the story is about.
Deck: This appears below or next to the headline. It is usually a one- or two-sentence summary of what the story is about.
Lead (pronounced leed): This is the first sentence or paragraph of the story. A good lead piques readers’ interest so that they want to read more. It should connect quickly to the story’s main idea.
Nut graph: This paragraph sums up what the story is about. It usually follows the lead.
Subheads: These are mini-headlines that separate sections of the story. Subheads break the story into shorter, more readable segments.
Graphic elements: Photographs, charts, maps, drawings, and diagrams are visual aids that help illustrate the story and provide extra information.
Caption: This is a phrase or a short explanation of what is shown in a photograph, illustration, chart, or map.
Sidebar: This is a short article that relates to, but is separate from, the main story. It may help put the main story in context—by providing historical background, for example—or present additional information about the topic of the main story.
1. Find an example of a headline. After you’ve read the story, write a new headline for it.
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2. Find an example of a subhead. What does the subhead tell you about the section that follows it?
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3. Describe a graphic element that appears with the story. How does it help illustrate the main text?
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4. Find an example of a caption. What does it tell you about the graphic element it accompanies?
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5. Does the lead of the story pique your interest? Why or why not? After you’ve read the story, write a new lead.
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Questions
SKILLS SHEET Name: Date:
Junior Scholastic®
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JUNIOR SCHOLASTIC
When journalists write about a news event, they gather the most important information by answering the group of questions known as the five Ws and one H: Who? What? Where? When? Why? How? Choose any article in this issue of JS. Then use the graphic organizer below to record the answers to these questions.
ANALYZING TEXT STRUCTURES
Investigate the News
Putting It All Together Where in the text did you find the answers to these questions? Which ones were answered first? Why might the author have addressed them in that order? Explain.
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SKILLS SHEET Name: Date:
Junior Scholastic®
