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STING. TV. AIN? TEXTING. PO BR EO GAMES. TIME DOING TO YOUR YOUTUBE. VID E SCREEN E IS AZIN L TH MAG .COM/SCOP S NECT ART S GE CON AT KAL GUA CHOLASTIC THIN WH E LAN WRIT THE READ RE AT WWW.S

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JANUARY 30, 2012 om/scope www.scholastic.c

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Surviving the

TSUNAMI
RAGEOUS STORY OF THE COU THE INCREDIBLE ED HUNDREDS OF LIVES WHO SAV TEENS
CIVIL RIGHTS PLAY
0036-6412 VOL. 60, NO. 8 ISSN

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e Would you hav to risked your life ? march with Dr. King
AND MORE AT ZES, ACTIVITIES,

How UGG got you to pay $150 for your ugly boots
COPE .SCHOLASTIC.COM/S
PM 12/22/11 12:13

NO. 13

E ESSAY KIT/DEBAT

ISSN 00366412

THINGS TO KNOW ABOUT THE COMMON CORE STANDARDS FOR ELA

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Im not yet an expert in the Common Core Standards. But I am in the process of learning absolutely everything I can about them. Right now, our team is hard at work on a grade-level-specic guide to using Scope for Common Core. In the meantime, Ive created this cheat sheet for myself, a list of 10 major ways I think the Standards are going to affect you and your studentsand how Scope will help! Kristin Lewis, Editor, Scope

COM/SC
4/16/12

Kristin

Your students will read many, many genres.

Fifty-ve percent of reading should be informational texts, such as literary nonction, history, science, primary documents, and biography. Forty-ve percent should be literary texts like ction, myths, poems, plays, folktales, and fables.
*All of these genres can be found in Scope.
HISTORICAL NARRATIVE A true story from the past
Readers Theater Play

Your students will be challenged in their reading.

The word rigor appears all over the Standards, which place special emphasis on texts that can stretch your students reading abilities. Its all about text complexity and guiding students to become independent readers of increasingly challenging material.
*Scope will help students stretch their reading abilities

Nonficti

on

LS INA CRIM NED RDE 3 HA


nk Morris

A sup EEK from ernatuMYTH ancient ral stor Greece y

GR

by engaging them with extremely high-interest topics.

A BRUTAL PRISON

A YOUNG WARRIORS DARING

Fra

QUEST TO DEFEAT A DEADLY MONSTER OF THE ANCIENT


BY SPENCER KAYDEN | ILLUSTRATIONS

WORLD

BY GARY HANNA

Cla

renc

e An

gli

N TO A DARING PLA
BIS (INMATE S)

Y IMAGES

Z E ATRA P A C M ESC FRO AL


DEBO HO RAH PKIN SON
Debate

John Anglin

CHARACTE
Circle the charact

RS
ATHENA HERMES (uh-THEE-nuh

er you will *GREEK play. CHORUS 1, 2, & 3 (GC1, GC2, GC3) ALL GREEK CHORUS: GC1, GC2, and

goddess

of wisdom

): the

ADVISERS

Perseus

KING OF SERIPHOS (SEH-rih-foss) DANAE (duh-N IGH):

a young hero

*PERSEUS

GC3 in unison

(PER-see-us):

mother of

1&2

GO TO

EO! BY VID TRAZ ALCA 5 AZING 2012 ARY 20, R AM FEBRU R OU Scope E FO .com/ aStic LIN Schol E ON 14 SCOP

THEME

AS YOU READ,

THINK ABOUT:

ScholaS

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SEPTEMBE

; BETTMA

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R 19, 2011

A storys theme is its main message or moral. A major theme of this play is that goodness is rewarde d and evil is punishe d. Look for examples of this theme as you read exciting our story.

ROUND)

FLICKR

Schol

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Scope

ARY 20, FEBRU

2012

Is Facebook Making You Mean?


EXPERTS SAY ONLINE COMMUNICAT ION CAN BRING OUT YOUR NASTY SIDE BY
LAUREN TARSHIS

Wha AY KIT write t you need a perfe to ct essa y

ESS

RF/GETT

other forms of online communication make the problem worse. One of the most important ways in which we communicate with each other is through subtle emotional signals

(BACKG

ALL GREEK CHORUS: has becom Our story place long, e very fond takes long ago of Danae. But Danae in the land ancient is not fond Greece. of of the king. KING: Danae, GC1: An I wish to honorable marry you. DANAE: woman Danae . No thank named .. you, my KING: I could king. PERSEUS: have any . . . and woman desire, and her brave Perseus I son, I choose ... you. DANAE: GC2: . . . I do not live a modes wish to KING: Do be married t life on island of you know . the Seripho what happen to those s. GC3: But who refuse s all is not the king? GC1: He well. The begins to king draw his sword.

SCENE 1

GORGONS 1 & 2: cruel monsters * Starred

in the sea

NYMPHS

2, & 3: sisters who were born as old women with gray hair 1 & 2: spirits

GRAY SISTER

messenger

(HER-m S 1,

eez): the of the gods

who live

characters are major

All claims need to be 3 backed up with text evidence.


When responding to questions about a text, students must use examples, details, and direct quotes from what theyve read to back up their answers. In fact, 80 to 90 percent of the reading standards require text-dependent analysis!
*All Scope writing prompts and quizzes require text evidence.

roles.

ScholaS

tic.com

/Scope

SEPTEMBE

R 19, 2011

15

Anna remembers. And so many people had written stuff. So almost without thinking, Anna typed in a comment of her own: ummmmm . . . ew? Then she moved on, thinking nothing more about Maya and Mickey.

signals away.

when you say youll take out the garbage later . Over the phone, we can hear a change in a persons tone, or the ominous pause that sends a message to back off. Online communication takes all of these

your best friends blush when you mention a girl he likes, the ash of anger in your mothers eyes

The average teen sends more than 3,000 texts a month.

STATISTICS FROM I-SAFE

Nice boyfriend! Youre dating? I thought it was kind of funny,

*Names and identifying

16

details have been changed. SEPTEMBER 5, 2011

Rude comments and insensitive jokes have always been part of the middle school (and adult!) world. But experts say that Facebook and

WWW.ISTOCKPHOTO.COM

from her homework, checking her Facebook page. Maya, a girl she knew from her seventh-grade class, had posted a photo of herself from a recent trip to Disney World. She was standing with Mickey Mouse.

Anna was completely It was just two words,

confused.

OHHHHHHH!!!!!!!! By the third or fourth comment, the tone had changed.

she says.

Jokes That Go Too Far

SUZANNE DECHILLO/THE NEW YORK TIMES/REDUX

In person, Im actually really nice!


nna* did not think she was being mean. Not really. She was taking a break Dozens of kids had commented on the picture. The rst few comments beneath the photo were sweet. Cute!

The next day, Anna was called to the assistant principals ofce. She stood in shock as the guidance counselor showed her a printout of all the comments on Mayas picture. Maya had been so distraught over the comments that she stayed home from school that day. Her mom had called the principal. And now every kid who had posted a joking or sarcastic comment was being called to the ofce one by one.

You dont see the impact of what you write, says Beth Yohe, an associate director for the Anti-Defamation League (ADL), which runs antibullying programs around the country.

This goes not only for jokes and snide comments like Annas, but also for more hostile behavior. Devon, 13, says that not long ago, a friend lashed out at her in a Facebook post. He said that I had spread rumors about him, Devon explains. I never did. But he wouldnt stop writing it. The posts,

MEANNESS BY THE

NUMBERS

written in all capital letters and punctuated by endless exclamation points, made it seem like he was screaming in her face. Devon says the boy is a quiet kid, always really sweet. She points out that lots of kids act differently on Facebook than they do in person. I guess because I wasnt right there, she says, he just let it all out.

58%
of kids say someone has been mean or hurtful to them online.

So does this mean that Facebook is all about hurt feelings and wounded egos? Not at all. The online world has powerful benets, especially for kids who nd it hard to make friends at school. These kids can nd whole communities online where they feel comfortable, says Yohe. Online, kids will reach across social boundariesth e invisible walls that often separate one group of friends from another. Aaron, 12, says that his 459 Facebook friends

Reaching Across Walls

53%
of kids say theyve been mean or hurtful to another person online.

scholastic scope

scholastic.com/s

cope SEPTEMBER 5,

2011

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NOVEMBER 21, 2011 www.schol astic.com/s cope

THE LA REA NG D UA WR GE ITE AR THINK TS COMA GAZIN NNECT


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ARTS MAf te AGAZr a IN fy ing E horri READ acciden WRITE t, teen THINK Lexi CONN Youngberg ECT came

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Crime! Lov e! An a twist ending d you wont bel ieve!

O. HENRY PLA Y

T Hurricane vs. Earthquake Which is sca rier?

COMPARE/C ONTRAS

stronger th an

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12 9 ISSN 0036-64 VOL. 60, NO.

READ WRITE THINK CONNEC T

THAD RE E LA NG W UA RI TEGE MAY 14, TH AR 2012 TS IN www.sch K M A NN AG CO olastic.c AZ INT om/scop EC E e

first-lin winner of our e contes t! PAIRED TEX Hunger TS they hapGames: Could pen for rea l?

FICTION BY See the ROLAND SMITH

/DEBATE Is it OK into the to sneak food movies?

ESSAY KIT

all about close 4 Its reading.

Students will need to be close readers to achieve a deep understanding of a text. They must become experts at making inferences, analyzing information, and drawing conclusions.
*Scope articles help students develop close-reading

Students will 8 synthesize information from many sources.


Common Core requires students to integrate information from many sources into their writingincluding primary and secondary sources, as well as graphs, videos, digital texts, and more.
Scope stories are always paired with at least one
additional text. Our videos are a great way to incorporate digital media.

skills; our activities require higher-level thinking.

Not all skills are created equal.

Most likely youre already covering Common Core skills in some way. But Common Core turns some skills into superstars, including: Theme: identifying, comparing, and analyzing; explaining which details support the theme and how Authors craft: analyzing tone, purpose, word choice, and structure Comparing and contrasting: within a text, as well as across texts and genres Central ideas and supporting details: nding at least two central ideas in a nonction text Text structures: identifying text structures including cause/effect, problem/solution, chronology, compare/contrastand evaluating their effectiveness in organizing information Text features: interpreting photos, captions, headings, graphs, timelines, and maps

Your students will become sophisticated writers.

Whether its explanatory, argument, or narrative, writing is expected of students on a regular basis. They must write for different purposes and audiences and demonstrate mastery of language conventions, narrative techniques, and organizational structures. The Standards also specify grade by grade the language conventions that students need to know, from pronoun agreement to punctuation.
*Scopes Lazy Editor and skills sheets are fantastic ways

to reinforce grammar and revision skills, while Scope stories can be used as mentor texts.

*These skills are already front and center in Scope.

Get ready for more vocabulary.

You will connect ELA 10 to science and social studies.


Common Core emphasizes content knowledge in science and social studies, so you will need texts in these areas.
*Scope nonction articles are almost always drawn from social studies and science.

The Standards demand that students be able to navigate texts with challenging, or academic, vocabulary (and use it in their own writing). Theres also an emphasis on domain specic vocabularywords relating to content in specic elds such as science, social studies, technology, and the arts.

*Scope emphasizes vocabulary both in the magazine and throughout our support materials.

Argument writing takes center stage.

Common Core places special emphasis on developing logical arguments in writing. In fact, the Standards stipulate that 35 percent of student writing be argument-based!
*Every issue of Scope features a debate. Many of our

There are a few simple ways to start preparing yourself and your students. The most important, in my opinion, is getting kids accustomed to using text evidence. When you ask a question about a story or article, follow up with how do you know? Always have students point to specific examples and details from the text.
Were continuing to explore the Standards and will be sharing our insights. If youd like to talk to me directly about the Standards, Id love to connect.

You can get started now!

article-based prompts also require argument writing.

KELewis@scholastic.com