autumn to winter a pumpkin grows columbus’s...

Vol. 66 No. 2 ISSN 0736-0533America's Leading News Source For Kids

America's Leading News Source For Kids


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Edition 1October 2009

A Supplement to Scholastic News

POSTAL INFORMATION: The Teacher’s Edition of SCHOLASTIC NEWS Edition 1 (ISSN 0736-0533) is published monthly during the school year, September, October, and January through May; bimonthly November/December (8 issues), by Scholastic Inc., 2931 East McCarty St., P.O. Box 3710, Jefferson City, MO 65102-3710. Periodical postage paid at Jefferson City, MO 65102, and at additional mailing offices. POSTMASTERS: Send notice of address changes to SCHOLASTIC NEWS Edition 1, 2931 East McCarty St., P.O. Box 3710, Jefferson City, MO 65102-3710. PUBLISHING INFORMATION: U.S. prices: $3.95 per school year (for 10+ subscriptions to the same address). A 9% shipping and handling charge will be added to the total subscription order. (For Canadian pricing, write our Canadian office, address below.) Address subscription correspondence to SCHOLASTIC NEWS Edition 1, 2931 East McCarty Street, P.O. Box 3710, Jefferson City, MO 65102-3710, or call our toll-free number 1-800-SCHOLASTIC. Communication relating to editorial matter should be addressed to Editor, SCHOLASTIC NEWS, 557 Broadway, New York, NY 10012. Canadian address: Scholastic-Tab Publications, Ltd., Richmond Hill, Ontario L4C 3G5. SCHOLASTIC, Scholastic News Editions 1&2, and associated designs are trademarks/registered trademarks of Scholastic Inc. Copyright ©2009 by Scholastic Inc. All Rights Reserved. Materials in this issue may not be reproduced in whole or in part, in any form or format without special permission from the publisher. Printed in the USA

My Dad Is a FirefighterAlex, a seven-year-old boy, tells readers about his dad’s job as a firefighter.

Autumn to WinterThe compare-contrast format of this issue helps children understand the changes that take place from autumn to winter.

A Pumpkin GrowsThis issue shows the life cycle of a pumpkin.

Columbus’s TripReaders learn the true story of the last days of Columbus’s famous trip.

Here’s What’s Inside:Letter from the editor

Reading-skills chart

Planning calendar

Quick, easy discussion questions

Skills-building reproducible pages

Fast read-aloud facts

2 SCHOLASTIC NEWS Edition 1 • October 2009




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October 2009 Edition 1

SN: Teach It Your WayThis year, we have been obsessed with visiting first-

grade classrooms. This is what we’ve learned:1) Every teacher teaches Scholastic News in her or

his own way. Some teachers highlight the phonics element they are covering at that moment. Other teachers use it mostly for science and social studies.

Others focus on the nonfiction text features in the magazine. Scholastic News is rich enough to accommodate different priorities from classroom to classroom.

2) First-graders everywhere—in smaller towns, in the suburbs, and in the city—are a lot alike. They may have a hard time sitting still, but they are open-hearted and eager to learn. (But you already knew that.) As we settle into the new school year, we are more eager than ever to help you teach them.

Warm regards, Laine Falk, [email protected]

This Month’s Reading Skills Focus

Fluency Perform dialogue •(Teacher’s Edition, page 11)

Vocabulary Specific word instruction •(Teacher’s Edition, page 3)

Comprehension

Identify genre •(Teacher’s Edition, page 15)Compare/Contrast •(Teacher’s Edition, page 7)

SeptemberBack to School•Apples•Constitution Day•School Safety•

Poster: Hispanic Heritage Month

OctoberFirefighters/Fire Safety•Autumn Changes•Pumpkins•Christopher Columbus•Posters: Bats/Autumn Leaves

November/DecemberPilgrims•American Indians•Bears•Winter Holidays•

JanuaryWinter Weather•Arctic/Antarctic Animals•Martin Luther King Jr. •White House News•

FebruaryPresidents’ Day•Dental Health Month•Groundhog Day•Valentine’s Day•

MarchSpring Weather•Kites•Dr. Seuss•St. Patrick’s Day•Posters: Science Posters

AprilEarth Day•Plants and Seeds•Baby Animals•Reading-Skills Practice Test •Posters: Birds/Insects

May/JuneSummer Safety•Butterflies•Ocean•Animals Keep Cool•

*Topics may change at editors’ discretion.

2009-2010*Planning Calendar

We have been obsessed with visiting classrooms.

SN EDITIONS 1 AND 2 EDITORIAL: Associate Editorial Director: Amanda Miller; Editor: Laine Falk; Assistant Editor: Kim Greene; Copy Editor: Veronica Majerol; ART: Group Art Director, Beginning Readers: Sandra Mayer; Designers: Yoana Yelin, Wendy Tang; Production Editors: Audrey Pavey, Paul Scherr; Photo Editor: Eric Russ; Senior Cartographer: Jim McMahon. PRODUCTION: Mgr, Digital Imaging: Marc Stern; Digital Imaging Group: Bonnie Ardita, Bianca Beeman; MAGAZINE GROUP: President, Scholastic Classroom Library Group: Greg Worrell; VP, Editor in Chief: Rebecca Bondor; Creative Director: Judith Christ-Lafond; Executive Production Director: Barbara Schwartz; Executive Editorial Director, Copy Desk: Craig Moskowitz; Publishing System Director: David Hendrickson; Executive Director of Photography: Steven Diamond; Manager, Library Services: Kerry Prendergast; Reference Librarian: Karen Van Rossem; Senior Administrative Coordinator: Mirtha Williams; CIRCULATION & MARKETING: VP, Marketing: Jocelyn Forman; Marketing Manager: Christine Rochford; Director, Manufacturing & Distribution: Mimi Esguerra; Manufacturing Coordinator: Georgiana Deen. CORPORATE: President, Chief Exec. Officer, Chairman of the Board of Scholastic Inc: Richard Robinson.


BEFORE READING

Specific Word InstructionFocus on the word “firefighter” to teach word parts.Point to the word firefighter on the cover and ask, “What two smaller words are in this big word?” (fire, fighter) Next, point out that fighter is made with the action word fight and the ending -er. Explain, “When you add -er to an action word, it means someone who. For example, a teacher is someone who teaches. So what is a fighter?” (someone who fights) Then ask, “What is a firefighter?” (someone who fights fire)

DURING READING

Understand Text FeaturesHelp children identify speech bubbles.At the bottom of page 3, ask, “What is different about the red words?” Explain that this is a called a speech bubble. It shows the words that someone says. Then ask, “Who is saying the words? How do you know?” Elicit that speech bubbles point to the person who’s talking. Invite children to take turns reading Alex’s speech bubble aloud.

AFTER READING

EvaluateInvite children to share their opinions on firefighting.Ask, “Would you like doing Alex’s father’s job? Why or why not?” Encourage children to use specific reasons. For instance, some children might like the excitement of hurrying to a fire, while others might like the chance of helping people. Remind children they must wait until they are grown up if they want to try firefighting. After all, it takes a lot of strength and training!

READ-ALOUD BACKGROUND

Meet Alex and DadAlex and his dad have a lot in common. When •Alex grows up, he wants to be a firefighter too! He and his dad also have the same first name. Alex is in first grade. His sister, Stephanie, is •in fifth grade. Sometimes, they visit their dad at work. They have helped wash the fire truck. They even rode in the truck in a parade. Alex says he’s proud of his dad. He thinks •firefighters are cool because they help save people. Stephanie says her dad saves more than people—he saves their pets too.

Gear Up, Firefighters!Turnout gear • is another name for the suit Alex’s dad wears. It is made from special cloth. It protects firefighters’ bodies because it doesn’t catch fire easily. Boots help protect their feet.Helmets • and hoods protect firefighters’ eyes, ears, and necks. Masks help keep them from breathing too much smoke.

Alex’s Dad at WorkWhen Alex’s dad is at work, he eats and sleeps •at the firehouse. The firefighters take turns living there, so someone is always ready if there’s a fire. The firehouse has bedrooms, bathrooms, and a •kitchen, just like a regular house. It also has a big garage for the fire trucks.

Alex’s Safety TipsIf there’s a fire, get out and stay out! Get down •and crawl if there’s smoke. Feel a door with the back of your hand before opening it. If it’s hot, keep it closed. Find another way out.Never hide from firefighters. People like Alex’s •dad are there to help you! Call out for help so they can find you.

“It’s really important to

go green for all our children and grandchildren.”

My Dad Is a FirefighterOBJECTIVE: Read to learn what firefighters do on the job.

STANDARDS: Social Studies (NCSS): Individuals, groups, and institutions; Science: Personal health

“When Alex grows up, he wants to be a

firefighter too!”

4 SCHOLASTIC NEWS Edition 1•October 2009

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Reading a Map

At the FirehouseLook at the map of the firehouse. Then, follow the directions below.

Draw a path from the kitchen to the fire trucks.

Firehouse Map

1. Circle the bedroom.

2. Put an 7 on the garage.

3. Put a ✓ on the pole.

4. Draw Alex’s dad cooking in the kitchen.

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bedroom kitchen

garage

pole


1. What job does Alex’s dad do?

teacher doctor firefighter

2. What does Alex’s dad wear on his feet?

flip-flops boots high heels

3. What does Alex’s dad drive to get to the fire?

car fire truck bicycle

4. What do the firefighters use to put out a fire?

hose football rocket

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Comprehension

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Listening Checkpoint: My Dad Is a Firefighter Listen to your teacher read the questions. Then circle the correct answers.


BEFORE READING

VisualizeHave children compare visualizations of autumn and winter.Invite children to close their eyes and picture an autumn day. Ask, “What is the weather like this season? How do the trees look?” Have children share a few responses and then repeat the exercise, this time with winter. Ask, “What will the weather be like? What will happen to the trees?” Encourage children to share their thoughts about how winter will be different from autumn. Tell children they will read about the changes that happen with the seasons.

DURING READING

Navigate a PageHelp children navigate the layout in logical order.After reading the green box at the top of page 2, ask, “Where on the page do you think we should read next?” (the top part of page 3) “How do you know?” (The arrow points there.) Point out the three color bars across pages 2 and 3—green, red, and purple. Explain that the issue is laid out this way to help readers compare the two seasons.

AFTER READING

Compare and ContrastUse a graphic organizer to compare and contrast autumn and winter.Draw a T-Chart on the board, labeling one column Autumn and the other Winter. Encourage children to tell facts they learned from the issue. Write the facts in the appropriate columns of the chart to show similarities and differences. For instance, colored leaves might go in the Autumn column; bare branches might go in the Winter column.


Awesome Autumn ChangesLeaves have lots of colors inside them all year •round. In spring and summer, green is the strongest color. It covers up all the other colors. But in the fall, the leaves stop making the green coloring. That lets the other colors (like red, orange, and yellow) come out!Not all trees have leaves that change color. On •some trees, the leaves stay green all year. These trees are called evergreens. Can you guess why? For a hint, find the two smaller words in the big word.Chipmunks gather their food in the fall. That’s •because seeds, nuts, and berries are hard to find under snow in winter. Chipmunks pick up nuts with their mouths •and put them in their cheek pouches. The chipmunks carry the nuts back to their homes under the ground. These homes are called burrows.

Wonderful Winter ChangesTrees that lose their leaves are called • deciduous trees. Their leaves usually fall off in the autumn. In the spring, these trees will grow a new set of green leaves. Evergreen trees • lose their leaves too, but we don’t notice because they don’t all fall off at the same time. Throughout the year, leaves fall off different parts of the tree and new ones grow in their place. Chipmunks sleep in the winter to save energy. •But they don’t spend the winter in a deep sleep like groundhogs do.Instead, chipmunks wake up on warmer winter •days. They eat the nuts they have stored in their burrow. They may even leave their burrow and go outside. Then, they go back to sleep. Zzzz!



Autumn to WinterOBJECTIVE: Read to learn about the changes that take place

between autumn and winter.

STANDARDS: Science: Organisms and environments; Changes in the earth and sky

“Leaves have lots of colors inside them all year round.”


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Following Directions

What Am I? Use a red crayon to connect the dots from A to J. Use an orange crayon to connect the dots from K to Z. Then color the picture.

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Word Bank

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Vocabulary

Autumn Word SearchLook at the words in the Word Bank. Find and circle them in the Word Search.

Leaf treerake Winter Fall Nut

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1. What do people use to clean up leaves?

pumpkin bat rake

2. What do squirrels gather in autumn?

nuts trees snowflakes

3. What do people use to clean up snow?

shovel telephone rake

4. What can kids make with snow?

flowers snowballs leaves

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Comprehension

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Listening Checkpoint: Autumn to Winter Listen to your teacher read the questions. Then circle the correct answers.


BEFORE READING

Use Word WebsMake a pumpkin word web.Draw a pumpkin on the board, and draw spokes coming out from the pumpkin. Ask, “What do you know about pumpkins? What words would you use to tell about them?” Write children’s responses on the spokes; for example, orange, round, have seeds, make pumpkin pie, and so on. Then tell children that in this issue, they will learn how pumpkins grow.

DURING READING

Understand Text Structures Use the text features, such as arrows and numbers, to help children navigate the page. Read aloud the box on page 2 about the pumpkin seed and ask, “What part comes next?” (the part about the pumpkin flower) Ask children, “How did you know where go next?” (The flower is the next picture over; there is an arrow between the picture of the seed and the picture of the flower; there are numbers on top of the pictures.) Explain that all of those features help us see what happens first, next, and last.

AFTER READING

Fluency/Perform DialogueInvite children to read the text as Clifford’s caretaker, Emily Elizabeth.Model reading aloud the text on page 1 for children, using the punctuation to emphasize vocal expression. Then invite children to practice reading it in several ways. First, you can read one sentence at a time and have children echo-read after you. Then children can perform the dialogue as Emily Elizabeth! They can give the character a special voice and any physical gestures they like.


Pumpkin Power!Did you know that pumpkins can grow to be •bigger than a person? The biggest pumpkins weigh more than a thousand pounds. They are much too heavy for people to pick up. A machine has to lift them! How many seeds do you think one pumpkin can •hold? Would you guess 700? That’s how many seeds a giant pumpkin can have. Even small pumpkins can have 100 or more seeds. Not all pumpkins are orange. Pumpkins can be •red, blue, or white. They can even have stripes!Have you ever tried to sink a pumpkin? You •can’t. That’s because pumpkins float! There’s a lot of air inside pumpkins. That makes them light, so they can float on water. You already learned that a flower grows on the •vine before a pumpkin does. But you probably don’t know that cooks can fry those flowers and eat them! Does that sound tasty? (Remember, this doesn’t mean you can eat any flower—we’re just talking about the ones on pumpkin vines!)

Parts of a PumpkinPumpkins grow on a • vine. A vine is a long plant that grows along the ground. The • stem of a pumpkin is the part that connects to the vine. People sometimes use the stem as a lid for their jack-o’-lantern. Underneath the pumpkin’s orange • skin is the meat. People can use pumpkin meat to make foods like pumpkin pie and pumpkin bread. Deeper inside the pumpkin are the • seeds, and the mushy part called the pulp. People can toast the seeds and eat them. Of course, you can also plant the seeds to grow more pumpkins! Another name for a pumpkin flower is a •pumpkin blossom.



A Pumpkin GrowsOBJECTIVE: Read to learn how a pumpkin seed grows

into a pumpkin.

STANDARDS: Science: Characteristics of organisms; Life cycle of organisms

“Pumpkins can be red, blue,

or white.”


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Reading a Bar Graph

Picking Pumpkin FoodsThe children in one class chose their favorite pumpkin foods. Look at the graph. Then fill in the bubbles for the correct answers below.

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How many children chose pumpkin bread and pumpkin seeds altogether?

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pumpkin pie

pumpkin bread

pumpkin seeds

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Pumpkin Foods Graph

1. How many children chose pumpkin pie

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O 1 O 3 O 4

2. How many children chose pumpkin seeds

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O 1 O 3 O 4

3. Which kind of food did more children choose? O pumpkin pie O pumpkin seeds


BEFORE READING

Build BackgroundGive children basic facts about Columbus.Invite children to share anything they may have heard about Christopher Columbus, his famous ocean trip, or Columbus Day. Then provide information to help children better understand the mini book: “Columbus was an explorer who lived a very long time ago. He traveled around the world on a ship looking for new places. Today, we will learn about his most-famous trip.”

DURING READING

InferUse the story clues on page 5 to help children make inferences.After reading the text on page 5, point to the illustration of the branch. Ask, “Where can we find branches?” (on trees) “Where do you usually see trees: in the water or on the ground?” (on the ground) “Why did the branch mean land might be near?” (It came from a tree, and trees grow on land.) You can help children make another inference on page 6: A light in the darkness can be a sign that people are nearby—and people usually live on land!

AFTER READING

Identify GenreIntroduce the features of biography.Turn back to page 1 and point out the My Mini Biography logo. Ask, “What is a biography?” Explain that a biography tells the story of a real person’s life. Ask, “If this mini book is a biography, who is it about?” (Christopher Columbus) Then explain that mini is another word for little. So, what makes this a mini biography? It tells only part of one event! (It’s also small in size.)


Columbus’s Big TripColumbus and the other sailors started their •trip on August 3, 1492. They reached land on October 12. The trip lasted 70 days! You can imagine why the sailors were getting tired of being on the ship. Altogether, there were 90 sailors on three ships: •the Niña, the Pinta, and the Santa Maria. Columbus himself was on the Santa Maria.The trip was hard for the sailors. They had a •lot of work to do. They had to clean the ship, make sure it was going the right way, and keep looking out for land. The sailors couldn’t bring much food on the •trip. There were no refrigerators back then to keep food fresh! Columbus could bring only dried-out or salted foods that would not go bad on a long trip.So why did Columbus want to go to San •Salvador? He didn’t want to go there! He landed there by mistake. Columbus was trying to get to Asia. He thought he would find gold there. But America was in Columbus’s way! Getting to America was a surprise for •Columbus. People from his part of the world did not know it was there. When they found out, they called it the “New World.” It was not new to everyone, though. When •Columbus landed on the island, people were already living on it. These people were called the Taino (tah-ee-no).

About Columbus DayColumbus Day is always on the second Monday •of October. Some people take a day off from work to •celebrate Columbus Day, and some children get the day off from school. Many towns have parades with marching bands and floats.



Columbus’s TripOBJECTIVE: Read to learn how Columbus and his crew reached land

after a long trip.

STANDARDS: Social Studies (NCSS): Time, continuity, and change; People, places, and environments; Science, technology, and society

“There were no refrigerators back

then to keep food fresh!”


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Make Personal Connections Pack your Bag!

Look what Columbus packed in his bag. What would you pack for a trip? Draw the things in your bag.

My Bag

Columbus’s Bag

WAter

beans

Great Graphic Organizer #2

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autumn to winter a pumpkin grows columbus’s...

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