ARTICLE INFERENCE DETAIL FROM TEXT EXPLANATIONdfy9psslmdu4q.cloudfront.net › media ›...

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JUNIOR SCHOLASTIC • APRIL 4, 2016

Read each story on pp. 2-5, 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

Blooming

Amazing!

Unhealthy

Office?

On Track!

A Breath of

Fresh Air

Junior Scholastic®

1. TheE.U.’sheadquartersisinBrussels.Thatisthe

capitalofwhichcountry?________________________

2. WhatisthecapitalofMalta?_____________________

3. WhichE.U.nationisborderedbyEstoniatothe

northandLithuaniatothesouth?________________

4. Thecapitalofthatcountryisabouthowmany

straight-linemilesfromBerlin?___________________

5. WhichE.U.nationsbordertheBlackSea?

_ _ __________________________________________________

6. Whichnationalcapitalsitsatapproximately

49°N,2°E?______________________________________

7. FromthecapitalofIreland,inwhichdirection

wouldyoutraveltoreachStockholm,Sweden?

_ _ __________________________________________________

8. WhichE.U.countriesborderAustria?

_ _ __________________________________________________

_ _ __________________________________________________

9. Whichcapitalcitieslabeledonthemapare

southwestofLondon?___________________________

_ _ __________________________________________________

10. Whatistheapproximatelatitudeandlongitude

ofPoland’scapital?_ ____________________________

KEY STANDARD

RH.6-8.7TheEuropeanUnion(E.U.)wasformedafterWorldWarII(1939-1945)andwasbased

ontheideathatcountriesthattradewithoneanotherarelesslikelytogotowar.Itstarted

asapoliticalandeconomicpartnershipamongafewcountries.TodaytheE.U.isahuge

internationalalliancemadeupof28nationsacrossEuropewithacombinedpopulationofmore

than500millionpeople.StudythismapoftheE.U.,thenuseittoanswerthequestionsthatfollow.

READINGAMAP

The European Union

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Junior Scholastic®

JUNIORSCHOLASTIC•APRIL4,2016

ARCTIC CIRCLE

70°N

60°N

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40°N

30°W

10°W 10°E 20°E 30°E 40°E 50°E0°20°W

50°E

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EUROPE

EUROPE ASIA

ASIA

UR

AL

ATLANTICOCEAN

MEDITERRANEAN SEA

NORTHSEA

BLACK SEA

N

S

W ESESW

NENW

AFRICA

PORTUGAL

FRANCE

IRELAND

DENMARK

UNITEDKINGDOM

CZECHREPUBLIC

SPAIN

ITALY

AUSTRIA

SLOVENIABULGARIA

ROMANIAHUNGARY

SLOVAKIA

POLAND

SWEDEN

FINLAND

GERMANY

CROATIA

BELGIUMLUXEMBOURG

NETHERLANDS

GREECE

CYPRUSMALTA

LITHUANIA

LATVIA

ESTONIA

SOURCE: The European Union

Lisbon

Dublin

London Berlin

CopenhagenVilnius

Riga

Tallinn

Helsinki

Stockholm

Warsaw

Prague

Vienna

Bratislav

Budapest

Paris

VallettaNicosia

Rome

Zagre

Athens

msterdam

Madrid

Amsterdam

BrusselsBrussels

ZagrebLjubljana

CZECHREPUBLIC

Budapest

Bucharest

Sofia

Bratislava

LITHUANIA

LATVIA

ESTONIAStockholm

Ljubljana

Luxembourg

E.U. member

National capital

200 MI0

0 300 KM

MAP:_JIM_MCMAHON/MAPMAN®

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Read the article on pp. 8-11, then answer these questions.

TEST PREP

Know the News: Apple vs. the FBI

SKILLS SHEET NAME: DATE:

1. Which is a central idea of the article?

A Appleischallengingacourtordertounlock

aniPhonefortheFBIwithitsownlegalaction.

B AdisputebetweenAppleandtheFBIreflects

alargerdebateoverwhetherlawenforcement

shouldhaveaccesstopeople'sprivatedata.

C TerroristsoftencommunicatebyiPhone.

D TheSanBernardinoshooter’siPhoneislocked

withapasscodethattheFBIdoesn’thave.

2. Which statement best illustrates that central idea?

A “Thedeviceinquestionisn’tjustanyiPhone.”

B “TheFBIhassaidthatit’sinterestedonlyin

theSanBernardinoshooter’sphone."

C “Thestandoffrepresentsacriticalmomentin

anongoingdebatebetweenthetechworld

andthegovernment.”

D “They’regoingtoenduphavingtobuildanew

buildingandfillitwithallkindsofworkers.”

3. The FBI seeks a “back door” into the iPhone.

Which best describes what the agency wants?

A accesstoanencryptediPhonethatnobody

butauthoritieswouldhave

B allthedataonalliPhones

C controlofcyberspacethroughaniPhone

D awayofreadingdataonaniPhonethatApple

wouldn’tknowabout

4. The FBI is part of what larger body?

A theU.S.Congress

B theU.S.JusticeDepartment

C theU.S.StateDepartment

D theWhiteHouse

5. Based on the article, which statement do you

think was made by Tim Cook?

A “AppleandGooglearetheirownsheriffs.

Therearenorules.”

B “We’resayingtoApple‘taketheviciousguard

dogawayandletuspickthelock.’”

C “Howisnotsolvingamurder,ornotfinding

themessagethatmightstopthenextterrorist

attack,protectinganyone?”

D “Peoplehaveabasicrighttoprivacy.”

6. Which best explains the author’s main purpose

in the section “A Major Precedent”?

A toexaminetheSanBernardinoshooters

B toexplainwhyAppleencrypteditsiPhones

C togivesomeoftheargumentsforandagainst

allowingauthoritiesaccesstoaniPhone

D togivethehistoryofApple

7. The article describes Edward Snowden as

a crusader. Which of these is the best definition

of that word?

A acontractorfortheNationalSecurityAgency

B acriticofgovernment

C astaunchadvocateforacause

D atechwhiz

8. Which statement best describes the state

of legislation related to encryption and law

enforcement in Congress?

A Congresshaspassedabillthat’swaitingfor

thepresident’ssignature.

B Craftingabillthateveryonecanagreeonwill

beverydifficult.

C TheSenateisclosetopassinglegislation.

D TherewillneverbeabillCongresscanpass.

9. Which of the following events happened first?

A EdwardSnowdenrevealedthespying

activitiesoftheNationalSecurityCouncil.

B AcourtorderedAppletounlockaniPhone.

C TheHouseJudiciaryCommitteeheldhearings

ontheiPhonecontroversy.

D Shooterskilled14peopleinSanBernardino.

10. In the sidebar “Old Law, New World,” which

argument is given against applying the All Writs

Act to the Apple case?

A Theacthasalreadyexpired.

B TheactviolatestheFirstAmendmenttothe

U.S.Constitution.

C Theacthasbeentoobroadlyinterpreted.

D Theact’sauthorsdidn’tforeseethehuge

amountofinformationthatApplewouldhave

tosupplytocomplywithit.

Junior Scholastic®

KEY STANDARD

RH.6-8.1 The table below includes four quotations from “Apple vs. the FBI” (pp. 8-11). Do a close

reading of each quotation, then complete the right-hand column. (Hint: Go back to

the text as needed to reread the surrounding context.) Then answer the author’s-craft

question at the bottom of the page.

TEXTUAL ANALYSIS

Reading Quotations Closely

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Junior Scholastic®


Examining Author’s Craft Why did the JS author incorporate these quotations rather than simply

summarize the arguments on each side of the issue?

SPEAKER QUOTATION CLOSE ANALYSIS

James Comey, FBI Director

“If the challenges of [reading digital data] threaten to leave us in the dark, encryption threatens to lead all of us to a very dark place.” (p. 10)

1. What does Comey mean by “a very dark place”?

Tim Cook, Apple CEO

“You can’t have a back door that’s only for the good guys. Any back door is something that bad guys can exploit.” (p. 10)

2. Who does Cook mean by good guys and bad guys? How could a backdoor be exploited by bad guys, according to Cook?

Edward Snowden, former NSA contractor

“The FBI is creating a world where citizens rely on Apple to defend their rights, rather than the other way around.” (p. 11)

3. What is Snowden saying about who citizens can rely on to defend theirrights? Why is that different from what you’d expect?

Benjamin Wittes, the Brookings Institution

“We are in for an arms race unless and until Congress decides to clarify who has obligations in situations like this.” (p. 11)

4. What does Wittes mean by the qualifiers unless and until? What doesthe word obligations imply?

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TEST PREP

Know the News: Escape From a War Zone

SKILLS SHEET NAME: DATE:

1. Which is a central idea of the article?

A ZainShoumanenjoyshisnewlifeinMichigan.

B ManyU.S.governorshavesaidtheydon’t

wantanymoreSyrianrefugeesintheirstates.

C Since2011,millionsofSyrianshavefleda

bloodycivilwar,facingnewchallengesas

theystartoverasrefugees.

D Syria’scivilwarbeganaspartoftheArab

Spring.

2. Which sentence best illustrates that central idea?

A “Imaginebeingcoopedup,withnoendin

sight—thatwasmylifeforanentireyear.”

B “Everydayatschool[inSyria],Istudiedwith

studentsfromwar-ravagedplaces,likeIraq

andPalestine.NowI’moneofthem,andI

neverexpectedthattohappen.”

C “RefugeesreferredtotheU.S.undergo

extensivebackgroundchecksbyintelligence

agenciessuchastheFBI.”

D “Rebelarmiessprangup,andbeforelong,the

conflictevolvedintoabloodycivilwar.”

3. Which of these events happened first?

A FightingeruptedinDaraa.

B ZainandhisfamilywenttostayinJordan.

C Acease-firewentintoeffectinSyria.

D Zain’sfamilywasacceptedforadmittanceto

theUnitedStates.

4. Which of these statements is an opinion?

A Thepresident,afterconsultingwithCongress,

decideshowmanyrefugeeswillbeaccepted

annually.

B TheFebruary27cease-fireagreement

excludesISISandotherterroristgroups.

C TheU.S.acceptstoomanyrefugees.

D Zainsayshisnewclassmateshavewelcomed

him.

5. How does Zain describe his life before the war?

A unsafe Cconfusing

B sad Dnormal

6. What does unrest mean in the following

sentence? “Syria was such a safe and stable

country that refugees would come to Daraa to

escape violence or unrest in their homelands.”

A peace Cimprisonment

B instability Dunemployment

7. What is the goal of the Syrian cease-fire that

went into effect on February 27?

A tojump-startpeacetalksandallow

humanitarianaidtobedelivered

B todefeatISISandotherterroristgroups

C topermitmorerefugeestoentertheU.S.

D toreplaceSyrianPresidentBasharal-Assad

8. What is the main purpose of the map on p. 15?

A toexplainwhysomestatesdon’twantmore

Syrianrefugees

B toshowwhereSyrianrefugeeshavebeen

resettledintheU.S.

C toillustratefromwhichcitiesinSyriamost

refugeesoriginate

D toshowhowlongittakesforrefugeestobe

admittedtotheU.S.

9. Which of these is not mentioned as part of the

process for refugees entering the U.S.?

A backgroundchecks

B in-personinterviews

C screeningforinfectiousdiseases

D anEnglishlanguagetest

10. Which statement best sums up Zain’s feelings at

the end of the article?

A Heishopefulhe’llsoonmovebacktoSyria.

B Hefearshe’llneverbefluentinEnglish.

C HeisgratefultobeintheU.S.,butheworries

abouthisfriendsinSyria.

D HeisangrythathehadtoleaveJordan.

Junior Scholastic®

KEY STANDARD

RH.6-8.9 The article “Escape From a War Zone” (pp. 12-15) tells the story of Zain Shouman,

who, with his family, fled the violence in Syria. Zain’s account is a primary source on

the Syrian conflict. Complete the graphic organizer below to analyze his journey. Then

answer the questions at the bottom of the page on a separate sheet of paper.

UNDERSTANDING SOURCES

Analyzing a Primary Source

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Synthesize Zain’s account is an example of a primary source. The information contained in the sidebars “The

Conflict in Syria” and “The Long Road to a New Life” are secondary source materials. How are primary and secondary

source information presented differently? Why is it important to read both kinds of sources on a topic?

Compare and

contrast Zain’s

life in Syria

before and after

violence broke

out in 2011.

Describe Zain’s

road to starting

over in the

United States.

Summarize Zain’s

feelings about his

new life.

Go for it! Pitch your top idea in a letter or an e-mail to your school’s principal or district’s superintendent. Be sure to

provide details about what skills and content areas should be covered and why.

KEY STANDARD

WHST.6-8.9

According to “Meet Your Competition” (pp. 16-19), machines are set to play an even bigger role

in society in the coming years. That means job seekers will need to be well versed in technology.

They’ll also need to be creative and be good at problem solving and critical thinking.

How should schools prepare kids for the future job market? Come up with two new courses you’d

like to see at your school. Describe what would be taught in the classes and why they should be

offered. An example has been provided.

CRITICAL THINKING

Designing Your Own Curriculum

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Course: Problem solving for engineers

Description of what would be taught:

The course would teach students how to design and build simple machines to solve real-world problems. Students would work in groups to take apart simple machines, learn about their parts, and figure out how to put them back together.

Why this course should be offered:

The course would encourage teamwork, communication, critical thinking, and creativity—all skills that kids will need to be successful in the future job market. It would also teach kids how to think like engineers. People with engineering skills will be more in demand in the coming years.

Course 1: ___________________________________



Course 2: ___________________________________



Extend Your Thinking What other advantages or disadvantages can you think of that weren’t mentioned in

the article?

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Putting It All Together Overall, do you think the advantages outweigh the disadvantages? Explain.

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

KEY STANDARD

RH.6-8.1

“Meet Your Competition” (pp. 16-19) discusses some of the advantages and disadvantages of

robots in the workplace. Keep track of these details by listing them in the T-chart below. Include

the page number where you found each item. Then answer the questions at the bottom.

CITING TEXTUAL EVIDENCE

Keeping Track of Information

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ADVANTAGES DISADVANTAGES

1. 1.

2. 2.

3. 3.

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TEST PREP

Know the News: Meet Your Competition

1. Which of these is a central idea of the article?

ATheriseoffactoriesduringtheIndustrial

Revolutioneliminatedtheneedformany

skilledlaborers.

BTheHenn-naHotelinJapanisthefirsthotel

staffedalmostentirelybymachines.

CNewtechnologyisallowingmachinestotake

onanincreasingnumberofhumanjobs.

DPresidentBarackObamahascalledfora

$3billioninvestmentinSTEMeducation.

2. Which sentence best illustrates that central idea?

A“Recentadvancementsareallowingmachines

todomorecomplexjobsacrossmore

industriesthaneverbefore.”

B“Mostrobotsaren’tyetadaptableorversatile.”

C“Ascientistdevelopingroboticssystemsmight

haveasafejob,butsowouldasalesperson,a

teacher,oraplumber.”

D“TechcompanieslikeGoogle,Apple,and

Yahoo!employmillionsofworkers.”

3. Which best explains the structure of the section

“An Ongoing Issue”?

A chronological C problem/solution

B causeandeffect D compareandcontrast

4. According to the article, what was an effect of the

Industrial Revolution?

AAppdeveloperbecameoneofthemost

commonprofessionsintheUnitedStates.

BManufacturingsloweddown.

CTheNationalInstitutesofHealthbeganusing

robotstorunlabtests.

DManyskilledlaborers,includingcarpentersand

weavers,losttheirjobs.

5. What does generate mean in this sentence?

“Although several jobs are being taken over

by robots, experts agree that technology can

generate jobs too.”

A create C invest

B eliminate D study

6. How does the section “Highly Skilled Workers

Wanted” contribute to the article?

AItdescribesthehistoryofautomation.

BIttellswhatskillsrobotslack.

CItexplainshowtechnologycreatesjobs.

DItexplainshowtechnologyeliminatesjobs.

7. According to the article, robots are generally

good at which of the following?

A criticalthinking C problemsolving

B dullorrepetitivetasks D creativity

8. What is the main purpose of the sidebar on p. 18?

Atoencouragekidstobecometeachers

Btoshowthepercentchanceofvarious

professionsbeingautomated

Ctoprovethatfirefightingislesslikelyto

becomeautomatedthantelemarketing

Dtoexplainwhybecomingaveterinarianisa

goodcareerchoice

9. Which conclusion can you draw from the article?

AAdvancesintechnologywilllikelycreatemillions

oflow-skilledjobs,suchasthoseinfactories.

BRobotswillsoontakeallhumanjobs,leadingto

widespreadunemploymentandpoverty.

CLawfirmswillstopusingcomputerstodraft

contractsandsearchthroughdocuments.

DThenumberofjobsinSTEMfieldswilllikely

increaseinthefuture.

10. Which statement best supports your answer to

question 9?

A“Previoustechnologicalrevolutionshappened

muchmoreslowly.”

B“Expertssaythatsophisticatedrobotswillsoon

serveasfirstrespondersfollowingdisasters.”

C“Sincemachinesaresettoplayanevenbigger

roleinemploymentinthecomingyears,

expertssaythatjobseekerswillneedtobe

wellversedintechnology.”

D“Asinglerobotcanrun3milliontestsevery

week.”

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Read “Should Students Dissect Real Animals?” (pp. 22-23), then follow the directions

below to analyze each author’s claim and decide who makes a stronger case.

EVALUATING ARGUMENTS

Analyzing Authors’ Claims


KEY STANDARD

RI.6-8.8

Evaluate Which author do you think makes his case more effectively? Do you spot any weaknesses—such as bias or

missing information—in either argument? Explain your answer on a separate sheet of paper.

Junior Scholastic®

AUTHOR: David Evans, Ph.D.Executive Director,

National Science Teachers Association

AUTHOR: Jonathan Balcombe, Ph.D.Author and Director for Animal Sentience,

Humane Society Institute for Science and Policy

Author’s main claim or argument in the debate: Author’s main claim or argument in the debate:

REASON 1: Name one reason the author gives for his claim.

List evidence the author gives to support REASON 1.

REASON 1: Name one reason the author gives for his claim.


REASON 2: Name another reason the author presents.


REASON 2: Name another reason the author presents.


What persuasive devices does the author use?

_____ Appeals to emotions

_____ Uses data or scholarly research

_____ Explains why the other side’s argument is weak

_____ Other: _______________________________________________

What persuasive devices does the author use?

_____ Appeals to emotions

_____ Uses data or scholarly research

_____ Explains why the other side’s argument is weak

_____ Other: _______________________________________________

KEY STANDARDS RH.6-8.4 RH.6-8.3

RH.6-8.8 RH.6-8.2 Quiz Wizard

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How much do you know about what’s

in this issue? Take this quiz to find out.

DOMAIN-SPECIFIC VOCABULARY

Stay or Leave? (pp. 6-7)

Fill in the letter of the best

response to each question.

1. Which of these places is not

part of the United Kingdom?

A Ireland C Scotland

B Northern D Wales

Ireland

2. Which of these statements

is true about the European

Union?

AEverycountryintheE.U.

hastousetheeuro.

BEveryEuropeancountryis

amember.

CItmakesitsownlaws.

DItwasestablishedbefore

WorldWarI.

3. Who votes in a referendum?

Athegeneralpublic

Bgovernmentleaders

Cpoliticalpartyleaders

DtheUnitedNations

4. Sovereignty is best defined as

what?

Arulebyanalliance

Brulebyaparliament

Crulebyapresident

Dself-rule

5. Which of these is a reason

some British people give for

opposing the E.U.’s open-

border policy?

AItlimitsfreetrade.

BItdoesn’trequire

newcomerstopresenta

passport.

CIthinderseconomic

growth.

DImmigrantstakejobsfrom

Britishworkers.

FACT OR OPINION?

Apple vs. the FBI (pp. 8-11)

Label each statement F for fact or

O for opinion.

___ 6. User data must remain

private to protect citizens

from cyber crime and

government surveillance.

___ 7. By resisting the

judge’s order, Apple

has set the stage for a

legal showdown that

could help define a

constitutional right to

privacy for Americans in

the digital age.

___ 8. Complying with the

FBI’s order would set a

dangerous example and

threaten privacy rights.

___ 9. For now, Apple is

challenging the judge’s

order with its own legal

action.

___ 10. Encryption threatens to

lead all of us to a very

dark place.

STEPS IN A PROCESS

Escape From a War Zone

(pp. 12-15)

Number these five steps that

refugees who gain admittance to

the U.S. go through, in the order in

which they occur, from 1st to 5th.

____ 11. undergoing extensive

background checks

by agencies such as

the FBI

____ 12. registering with the

United Nations High

Commissioner for

Refugees

____ 13. moving to a new home

in the U.S.

____ 14. being recommended for

resettlement

____ 15. being matched with

a U.S. resettlement

agency

CENTRAL IDEA OR DETAIL?

Meet Your Competition (pp. 16-19)

Label each item CI for central idea

or D for detail.

___ 16. The struggle between

technology and jobs

has been going on for

centuries.

___ 17. Today, tech companies

like Google, Apple, and

Yahoo! employ millions

of workers.

___ 18. According to researchers

at Oxford University in

England, nearly half of

all U.S. jobs are at risk

of being replaced by

technology within the

next 10 to 20 years.

___ 19. Some job loss is good

if it means saving

people from dangerous

situations.

___ 20. Although several jobs

are being taken over by

robots, experts agree

that technology can

generate jobs too.

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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 Know


KEY STANDARD

RH.6-8.4

Junior Scholastic®

1. Arab Spring (n): a series of anti-authoritarian uprisings in Arab countries in spring 2011 • example: In January 2011, the repressive government

of Tunisia was the first to fall during the Arab Spring.

2. arms race (n): an ever-escalating competition, typically one in which hostile countries seek to collect the most weapons • example: The Strategic Arms Limitation Talks were an

attempt to limit the number of missiles and curtail the arms race between the U.S. and the Soviet Union.

3. asylum (n): a protection given to someone who has had to leave his or her native country as a political refugee • example: Chinese activist Chen Guangcheng sought

asylum in the U.S. by escaping house arrest and fleeing to the U.S. embassy in Beijing.

4. encryption (n): the process of encoding messages or information in such a way that only authorized parties can read it • example: During World War II, the famous Enigma

Machine built by the code breakers of Britain’s Bletchley Park foiled the encryption on messages from the Nazi high command, helping the Allies win the war.

5. metadata (n): information about data that describes its content and makes it easier to retrieve by electronic means • example: The metadata for a book can include its

author, title, subject, and publisher.

6. patent (n): an official document giving a person or company the exclusive right to make or sell a product for a set time period • example: Thomas Edison held an astounding 1,093

patents for his inventions and developments, including one for the incandescent light bulb, which helped propel the U.S. into the electric age.

7. precedent (n): something done or said that sets an example or a rule for the future

• example: In 1954, the Supreme Court overturned the precedent of “separate but equal” facilities for blacks, set in 1896, by ruling in Brown v. Board of Education that public schools must be integrated.

8. referendum (n): a vote on a single issue by an entire population • example: The city’s voters passed a referendum

granting additional funds to build the high school.

9. sovereignty (n): a country’s independent authority and the right to govern itself • example: In its very first words—“We the people of

the United States”—the U.S. Constitution of 1787 asserted the sovereignty of the American nation.

10. word: _____________________________________ ( ):

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

• example: __________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

11. word: _____________________________________ ( ):

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

• example: __________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

BUILDING VOCABULARY

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JUNIOR SCHOLASTIC

Choose any two articles in this issue of JS and complete the graphic organizers below

by filling in the central idea and three details. The central idea is what an article is mostly

about. Details support the central idea.

DETERMINING THE CENTRAL IDEA

What’s It All About?


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.

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

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, write the

name of the article you are 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 page number where

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. Finally, 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:



Example sentence:

word: page:



Example sentence:

KEY STANDARD

RH.6-8.4

Junior Scholastic®

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JUNIOR SCHOLASTIC

News stories 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

Junior Scholastic®

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 should pique readers’ interest so that they want to read more. It should connect quickly to the story’s main idea.

Subheads: These are mini-headlines that separate sections of the story. Subheads break the story into shorter, more-readable segments.

Nut graph: This paragraph sums up what the story is about. It usually follows the lead.

Graphic elements: Photographs, charts, drawings, diagrams, and maps are visual aids that help illustrate the news 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.

___________________________________

___________________________________

___________________________________

2. Find an example of a subhead.

What does the subhead tell

you about the section that

follows it?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

3. Describe a graphic element

that appears with the story.

How does it help illustrate

the main text?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

4. Find an example of a caption.

What does it tell you about

the graphic element it

accompanies?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

5. Does the lead of the story

pique your interest? Why or

why not? After you’ve read the

story, write a new lead.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

QUESTIONS

KEY STANDARD

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