September 7, 2015
with
Weekly
Reader
®
Edition 3
Amazing
Amphibians
scholastic.com/sn3
Look, you
can see
its heart!
Vol. 72 No. 1 ISSN 0736-0576
This New Frog Is
See-Through!
Scientists recently discovered this frog in
a rainforest in Central America.
Brain Builder How do you think scientists find new types of animals?
A Rainforest Find
One night a few years ago,
two scientists were exploring
a rainforest in Costa Rica.
Suddenly, they heard a loud
buzzing noise. They shined
their flashlights on the
creature making the noise. It
was a tiny frog!
The frog had huge white
eyes and bright-green
coloring, like Kermit the
Frog. It had other interesting
features too. For example,
the skin on its belly was
so clear that the scientists
could see its insides.
Because it had clear skin,
the scientists knew it was
a type of glass frog (see
sidebar). But they didn’t
recognize this type from
their research. “We were
excited,” says scientist Brian
Kubicki. “We had a feeling
this was a species that was
new to science.”
In the Lab
Over time, the scientists
found six of these frogs.
They compared them with
Words to Know
research: the study of a subject
species: type of animal or
plant
amphibians: animals that
begin life in the water and
move onto land as adults
MEXICO
GUATEMALA
Area where the
new frog species
was discovered
w
The ne ks
o
lo
frog
mit
r
like Ke .
g
o
r
the F
Caribbean Sea
Key
Capital
city
COSTA
RICA
EL SALVADOR
NICARAGUA
San José
U.S.
Area of map
PANAMA
PACIFIC
OCEAN
other glass frogs.
They even used
a computer to
compare the noises
the frogs made with the
sounds of other frogs. This
year, the scientists proved
that they had found a new
species. They named it
Diane’s bare-hearted glass
frog, after Kubicki’s mom.
More to Learn
Finding a new species is
not that unusual. Each year,
scientists discover about
15,000 of them. Many
are in rainforests and
other spots that can be
hard to explore.
Kubicki is now back
in the forest, hoping to find
other new amphibians. He
says it’s important to learn
about all of Earth’s animals.
That way, people can help
them and their habitats. “We
can’t protect what we don’t
understand,” he says.
Actual size
of
the new fro
g!
Glass Frogs
Frogs with clear
or white skin
on their bellies
are known as glass
frogs. The reason for
the special skin is a
mystery. There are 150
known species of glass
frogs in the world.
Debate It
Should Recess Time Be Free Time?
During recess, most kids take part in activities they choose to do. But many schools now
have “structured recess.” That’s when all kids take part in one activity led by an adult. Some
school officials say that structured recess helps prevent fights over what to play. But others
argue that kids need a break from organized activities. Here’s what two of our readers think.
I think schools
should have
traditional recess
so kids can do a variety
of things. Also, kids
should learn how to work
together to choose what
to play. That helps kids develop strong
friendship skills. They need the chance
to create and organize their own games.
COVER: BRIAN KUBICKI (GLASS FROG); PAGE 2: BRIAN KUBICKI (GLASS FROG ON TREE, GLASS FROG BELLY); ARMANDO GALLO/CORBIS (KERMIT THE FROG); PAGE 3: THE ART ARCHIVE/OCEAN
MEMORABILIA COLLECTION/ART RESOURCE (TITANIC SINKING); COURTESY OF THE BAHEL FAMILY (ANCHAL BAHEL); COURTESY OF THE TORRES FAMILY (E J TORRES)
Yes
No
My school has
structured recess
now, and I like it.
Students can get left out
when they don’t know what
to play or who to play with.
Structured recess helps with
that. Before, lots of kids walked around
with nothing to do. Structured recess is
fun for everyone!
Anchal Bahel, Connecticut
E.J. Torres, Ohio
A Titanic
Anniversary
Thirty years ago this
month, explorers made a
famous deep-sea discovery.
They found the wreck of the
Titanic at the bottom of the
Atlantic Ocean.
The Titanic was once the
biggest ship in the world.
When the ship first set sail on
April 10, 1912, many people
thought it was unsinkable.
But on its way from England
Word to Know
fragile: easily broken
Find
It!
An illustration of
the sinking Titanic
to New York City, the Titanic
hit an iceberg and sank. More
than 1,500 people died.
News of the disaster shocked
the world.
People searched for the
sunken ship for years. On
September 1, 1985, a team
of explorers led by Robert
Ballard finally found it. They
used a deep-sea vehicle that
had video cameras onboard.
The Titanic is too fragile
to be raised from the ocean
floor. But over the years,
scientists have taken photos
and videos of the wreck.
Today, anyone can go online
to see images of what
remains of the Titanic.
MINI-LESSON: Context Clues
Context
clues
arehere
hints
about
word’s
meaning
in a sentence.
They can come before or
Fake copy
goes
and
hereaand
.Illaccum
atempe
abo. Sedit etus.luptatur?
after
the word.
Underline
context
for sint
the word
“A Titanic
Maiorporit
et que
paquitoato
to temclue
faccus
eos eaimages
everoointem
faccus Anniversary.”
sint eos ea e
www.scholastic.com/sn3 • SCHOLASTIC NEWS EDITION 3 • SEPTEMBER 7, 2015
3
name
Diagram
Layers of the Rainforest
The newly discovered glass frog shares its rainforest home
with thousands of other species. This diagram shows the
forest’s four layers—and some creatures that live in each one.
Harpy
eagle
Scarlet
macaw
Spider
monkey
Sloth
Red-eyed
tree frog
Jaguar
Anaconda
Tapir
1.
2.
The EMERGENT layer is where the
tallest treetops stick out.
The CANOPY is where most of
the treetops are. It’s home to
more types of animals than any
other layer.
The UNDERSTORY gets little
sunlight. Many plants here
grow large leaves to soak up
what sunlight they can.
The FOREST FLOOR is very shady
and damp. A lot of insects live here.
3.
According to the diagram,
in which layer would you
find the most animals?
_______________________
The newly discovered glass
frog lives in the understory.
Name two other species
that live in this layer.
_______________________
_______________________
The diagram shows two
species that live in the
emergent layer. What do
they have in common?
_______________________
_______________________
_______________________
_______________________
Review
4. Which detail from the article
best supports your answer
to question 3?
 “. . . they didn’t
recognize this type from
their research.”
 “. . . they heard a loud
buzzing noise.”
 “. . . the scientists could
see its insides.”
 “The frog had huge
white eyes . . .”
6. The Titanic article and the
frog article are both about
___.
 disasters
 inventions
 discoveries
 species
Go to scholastic.com/sn3
for more quizzes.
www.scholastic.com/sn3 • SCHOLASTIC NEWS EDITION 3 • SEPTEMBER 7, 2015
09 WINNE
R
20
aep
G
IN
DIST
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in any form or format without special permission from the publisher.
4
NANCY JACEY/SCHOLASTIC INC. (RAINFOREST ILLUSTRATION); BRIAN KUBICKI (GLASS FROG ON BRANCH)
unusual is used to mean ___.
 common
 exciting
 uncommon
 important
before the scientists saw the
new species, they had ___.
 read about insects
 studied other frogs
 never seen a glass frog
 feared frogs
A Titanic Anniversary
5. Which of these happened
on September 1, 1985?
 The Titanic set sail from
England.
 The Titanic hit an
iceberg.
 The Titanic sank.
 Robert Ballard located
the Titanic’s wreckage.
UI
SH E
EN T
2. In the article, the word
3. You can infer or guess that
EM
A Rainforest Find
1. The author’s purpose in this
article is to___.
 explain why many frogs
live in rainforests
 describe how scientists
found a new species
of frog
 compare frogs with
other amphibians
 persuade readers to help
save endangered frogs
IEV
D ACH
America’s Leading News Source For Kids
www.scholastic.com/sn3
NowWeekly
Including
with
Reader®
Weekly Reader
®
Vol. 72 No. 1 ISSN 0736-0576
September 7, 2015
Edition 3
TEACHER’S GUIDE
ISSUE
DATES
Sept.
7
Sept.
14
Sept.
21
Oct.
5
Oct.
12
Oct.
26
Nov.
2
Nov.
16
Nov.
23
Dec.
7
Jan.
4
Jan.
18
Feb.
1
Feb.
8
Feb.
22
Feb.
29
Mar.
14
Mar.
21
Apr.
4
Apr.
11
Apr.
25
May
9
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perfect length for instruction. And the best part is, we do most of the planning for you.
Our step-by-step lesson plans and close-reading questions are designed to support
your curriculum and boost your students’ ELA skills. Together, let’s put your students on
the path to becoming lifelong readers.
COVER STORY: STEP-BY-STEP LESSON PLAN
What’s Online
A Rainforest Find
1
www.scholastic.com/sn3
Preparing to Read
u Descriptive Language: Ask students to study the photos of the
newly discovered frog. As a class, jot down observations about its
appearance. Use descriptive language (e.g., green skin, webbed feet).
2
Close-Reading Questions
u How did scientists determine that the frogs they had found were a
new species? Scientists compared the frogs with other glass frogs.
For example, they compared the noises the frogs made with the
sounds of other frogs. RI.3.1 TEXT EVIDENCE
u What is the connection between the first paragraph and the rest of
the article? The first paragraph describes the night that scientists
discovered a frog in a rainforest. The rest of the article gives
information about the frog. RI.3.8 TEXT STRUCTURE
u Scientist Brian Kubicki says it’s important to study animals. What
SN3-Fall2015-PromoTE
Audra Wallace,
Executive Editor
reason does he give to support his opinion? Can you think of other
reasons? Kubicki says it’s important to study animals so we can
better protect them. (Other reasons will vary.) RI.3.6 POINT OF VIEW
FEATURED VIDEO
u Learn about the amazing lives
of amphibians.
BONUS VIDEO
u Dive deep into the history of the
Titanic.
BONUS SKILLS SHEETS
u Be a Quiz Whiz!
10-question multiple-choice quiz
u Close-Reading Questions
Five written-response questions
about the cover story
KNOW THE NEWS GAME
u Have students play as a class,
in teams, or independently.
WORDS TO KNOW SLIDE SHOW
u Review the vocabulary words
from the issue.
• amphibians • research
• fragile
• species
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A SUPPLEMENT TO SCHOLASTIC NEWS
SEPTEMBER 7, 2015 • SCHOLASTIC NEWS EDITION 3
T1
3
Objective: Students will identify text features in the cover
story and explain the purpose of each one.
STUDENT EDITION
Hook: Ask students to look at the cover story, “A Rainforest
Find.” What are some things on the page besides the main text?
1. the canopy
2. red-eyed tree frog and jaguar
3. They are both birds.
Direct Instruction:
1. Explain that the different parts of the article are called text
features. These features help readers find and understand
key ideas in the text.
2. Identify the text features included in the cover story and
explain the purpose of each:
• headline: gives clues on what the article is about
• photos: show what is described in the article
• captions: describe what is shown in a photo or illustration
• subheadings: divide the text into sections
• map: shows where events in the article took place
• sidebar: gives extra information about the topic
• boldface print: calls attention to a vocabulary word
3. After reading the article as a whole class, have students
choose a text feature and explain to a partner how it adds
to their understanding of the article.
Practice: Distribute page T3, “Text Features Detective.”
Students will identify text features and explain their purposes.
NEWS SHORT: PERFORMANCE TASKS
A Titanic Anniversary
Here are two differentiated tasks students can complete after reading
about the anniversary of the Titanic’s discovery.
Hulton-Deutsch Collection/CORBIS
ANSWER KEY
Skill Focus: Using Text Features (RI.3.5)
Less Complex: Write six questions that are
answered in the article. The questions should
begin with the following words: who, what,
where, when, why, and how. Give your questions
to a partner to see if he or she can answer them.
More Complex: After reading the article, your
friend says, “This article was mostly about the
sinking of the Titanic.” Do you agree or disagree?
Explain your response using details from the text.
Page 4
News Diagram
News Review
1. B
2. C
3. B
4. A
5. D
6. C
TEACHER’S GUIDE
Page T3
Text Features Detective
1. Actual size of the real frog!
2. B
3. Sample answers:
• The text following the
subheading “In the Lab” is
mostly about how scientists
figured out that the frog they
found was a new species.
• The text following the
subheading “More to
Learn” is mostly about the
importance of discovering
new amphibians.
4. to give extra information
about glass frogs
Page T4
Deep-Sea Discovery
1. Robert Ballard probably felt
very excited when he saw the
Titanic. The text says that he
had dreamed about finding
the Titanic since he was a boy.
2. A
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T2
SCHOLASTIC NEWS EDITION 3 • SEPTEMBER 7, 2015
America’s Leading News Source For Kids
USE THIS SKILLS PAGE WITH THE COVER STORY’S LESSON PLAN
Text Features
Common Core RI.3.5
Name: ___________________________________________
Text Features Detective
© 2015 by Scholastic Inc. Teachers may make copies of this page to distribute to their students.
Four nonfiction text features are listed below. In each section, find an
example (or examples) of the text feature in the article “A Rainforest Find.”
Cut it out and paste it in the blank space. Then answer the question about it.
Captions
Map
Paste two captions from the article here:
Paste the map here:
Which caption gives information about the
new frog that is not included in the article?
Circle it.
The purpose of this map is to show ___.
A Costa Rica’s rainforests
B where the new frog species was found
C the only country where glass frogs live
Subheadings
Sidebar
Paste one of the subheadings from the
article here:
Paste the
sidebar here:
Why do you
think the
author
included this
sidebar?
What is the text following this subheading
mostly about?
__________________
____________________________________
__________________
____________________________________
__________________
____________________________________
__________________
TeacherS: Go online for a digital version of the magazine, with videos,
pop-up maps, quizzes, and much more! www.scholastic.com/sn3
SeptembeR 7, 2015 • SCHOLASTIC NEWS EDITION 3
T3
America’s Leading News Source For Kids
Name: ___________________________________________
Paired Text
Common Core RI.3.9
Deep-Sea Discovery
I had dreamed of finding the Titanic since I was a boy. No one had seen
it in almost seventy-five years. It lay two and a half miles down on the
bottom of the Atlantic Ocean. This is far deeper than any diver can go.
Robert Ballard
We built an underwater sled, Argo, to search for the ship. This sled
took moving video pictures as it was pulled along just above the ocean floor.
We watched these moving pictures on our ship’s video screen.
We began our search where the Titanic’s lifeboats had been found by a rescue
ship. For days we pulled Argo along above the ocean bottom. Nothing appeared
on our video screen but mud. I wondered if the ship had been buried by an
underwater mudslide.
. . . Late one night, [a crew member] pointed to the video screen. “There’s
something.” The sleepy crew looked at the screen. They could see pictures of
man-made objects. . . . All of a sudden, the huge side of the ship appeared.
The Titanic was sitting upright on the ocean floor!
Adapted from FINDING THE TITANIC by Robert D. Ballard. A Hello Reader! Book published by Cartwheel Books/Scholastic Inc.
Copyright © 1993 by Madison Press Limited. Used by permission.
1. Based on the passage above, what can you infer about how Robert Ballard felt when he
saw the Titanic on the ocean floor? Cite text evidence. _______________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Which of the details below is included in both “A Titanic Anniversary” and the passage
above by Robert Ballard?
Ballard’s team found the Titanic using video cameras.
Ballard thought the ship might have been buried in mud.
Today, images of the Titanic can be found online.
The Titanic was discovered two and a half miles below the surface of the ocean.
TEACHERS: Go online for a digital version of the magazine, with videos,
pop-up maps, quizzes, and much more! www.scholastic.com/sn3
T4
SCHOLASTIC NEWS EDITION 3 • SEPTEMBER 7, 2015
© 2015 by Scholastic Inc. Teachers may make copies of this page to distribute to their students. Photo: Frederick M. Brown/Getty Images
In this week’s Scholastic News, you read about the Titanic. The giant ship sank in 1912,
but its location remained a mystery until 1985. That’s when a team led by Robert Ballard
found its wreck. Below is an excerpt from the book Finding the Titanic by Ballard.
Read it, and then answer the questions.