The Nonfiction Reading Kit:

The Nonfiction

Reading Kit: Transforming your classroom with

important nonfiction stories

September 2016

Lesson Plans

&

Core Skills Workout

Nonfiction, pp. 4-9

The Flaming SkyThe story of the Hindenburg disaster and one lucky boy who survived it

1Lesson Featured Skill: Main Ideas

S T O R Y W O R K SS T O R Y W O R K ST4

About the ArticleLevelsLexile Level: 900LGuided Reading Level: TDRA Level: 50

Learning Objectives Students will identify the main ideas in a narrative -nonfiction article; they will also acquire domain-specific vocabulary.

Content-Area Connections Social studies: history, World War II Science: chemistry

Key Skills Main idea, domain-specific vocabulary, close reading, text evidence, compare and contrast, key details, cause and effect, critical thinking, explanatory writing

Standards CorrelationsThis article and lesson support the followingCommon Core anchor standards: R.1, R.2, R.3, R.4, W.2, SL.1, SL.2, L.4, L.6For more standards information, check our website.

Your Teaching Support PackageHere’s your full suite of materials, all of which

you’ll find at storyworks.scholastic.com:

Video: “Behind the Scenes: The Flaming Sky”

Audio (both read by the author): • On-level version • Lower-Lexile version

Differentiated article: • Lower-Lexile version (printable)

Activities to print or project: • Video Activity• Domain-Specific Vocabulary• Close-Reading and Critical-Thinking Questions*• Core Skills Workout: Main Idea and Supporting Details,* Summarizing,*

Text Features, Text Structure• Comprehension Quiz*

New! Vocabulary Slide Show Perfect for your ELL students!

* Available on two levels

reasons Werner Franz felt lucky to work on the Hindenburg? (text evidence) Reasons might include that Werner found it exciting to have a job on a famous and fancy zeppelin; the Hindenburg made German people, like Werner, feel proud at a difficult time; having a job helped his family, since his dad was out of work.

• Reread the section “The Joy of Zeppelins.” Why might people have preferred to cross the Atlantic Ocean by zeppelin rather than by ocean liner in the 1930s? (compare and contrast) The trip by zeppelin was faster, smoother, and more elegant. On ocean liners, people often got seasick, and the trip took five days. On the Hindenburg, the trip took two-and-a-half days, people didn’t get sick, and the rooms and the view were beautiful.

• Based on the section “Famous for Safety,” why did the Hindenburg use hydrogen gas instead of helium gas for its lifting power? What was dangerous about hydrogen? (key details) Most of the world’s helium was in America, and the U.S. government didn’t want to sell any to Germany because it feared Adolf Hitler would use it to help turn zeppelins into weapons of war. Hydrogen was dangerous because it’s one of the most flammable gases on Earth.

• In the section “Just 30 Seconds,” which details help you understand how terrible Werner’s experience was? (text evidence) Details include that Werner saw a wall of fire and was thrown backward, almost into it; the heat was unbearable; when he jumped out through the hatch, he didn’t know how high up he was or whether he would survive the fall.

• What do most experts think caused the Hindenburg to catch fire? (key detail) Most experts think there was a small hydrogen leak from

1. Preparing to Read Watch a Video (20 minutes, activity sheet online)

• Distribute the video activity sheet and preview questions with the class. • Show “Behind the Scenes: The Flaming Sky,” in which author Lauren Tarshis discusses writing the article. Have students complete the video activity.

Preview Vocabulary (15 minutes, activity sheet online)

• This article includes a number of terms, both academic and domain-specific, that relate to the explosion of this airship.• Preview words with our new vocabulary slide show, which adds visual support to definitions. Follow up to confirm understanding with our vocabulary activity.• Highlighted terms: zeppelin, airfield, hydrogen gas, flammable, helium gas, ignited, perished, footage, catastrophes

Set a Purpose for Reading (5 minutes)

• Have students preview the text features in the article, paying attention to the section headers. Ask: Based on the headers, what do you think each section will be about?• Call on a volunteer to read aloud the Up Close box on page 4.

2. Close ReadingRead and Unpack the Text

(45 minutes, activity sheet online)

• Read the article as a class, or play our audio version as students follow along. • Have students answer the close-reading questions and critical-thinking questions in groups.

Close-Reading Questions• Reread the first section. What were two

T5S E P T E M B E R 2 0 1 6

MIN

H UO

NG

Step-by-Step Lesson PlanClose Reading, Critical Thinking, and Skill Building

|

|

Differentiate Your Teaching

For Advanced Readers

Go to Storyworks Online to download “Into the Dark Water,” a Storyworks

favorite about the sinking of the Titanic. Distribute it to students and ask them to write an essay comparing the disasters of

the Titanic and the Hindenburg.

For Independent Reading

Give students the option to read this article independently during your choice

or learning-centers time. Have them complete some or all of the close-reading and critical-thinking questions to track

their understanding.

LANC

E LE

KAND

ER


|

|

For Struggling Readers

Gather struggling readers in a small group and play our lower-Lexile audio as they follow along with the lower-Lexile text. Pause at the end of each section to discuss what happened and to identify

the main idea of the section.

For ELL Students

Modify the writing prompt on page 9 by asking students to make an illustration

to go along with their new title. Use the illustration to engage each student in

conversation about what he or she has drawn.

one of the gas cells. Electricity in the air from a thunderstorm caused the gas to ignite.

• What effect did the Hindenburg explosion have on zeppelin travel? (cause and effect) People around the world saw the explosion because it was caught on film. As a result, no one ever traveled on a passenger zeppelin again.

• How did the disaster affect Werner? (cause and effect) Werner felt lucky and grateful to have survived. Throughout his life, he appreciated his escape.

Critical-Thinking Questions• What is one main idea that has to do with Werner? What is one main idea that has to do with the importance of the Hindenburg? (main ideas) One main idea is that Werner Franz was very lucky, first to get a job on the Hindenburg and then to survive its explosion.

Another main idea is that the Hindenburg changed history, both before and after it exploded.

• Would you travel on a zeppelin today if it were powered by helium? Use details from the article to explain your answer. (critical thinking) Answers will vary. Students might say that the trip would be smooth and safe since helium doesn’t explode. Others might say the image of the burning Hindenburg makes zeppelin travel seem too scary.

3. Skill BuildingFeatured Skill: Main Ideas

• Project or distribute our main idea activity and start to work on it as a class before breaking students up into groups to continue. It will

prepare them to respond to the writing prompt on page 9.

Paired Texts, pp. 16-19

Icy History/And Ice Cream for All!Meet the two men behind America’s ice cream obsession

3Lesson Featured Skill: Synthesizing


About the ArticleLevelsLexile Level: 900LGuided Reading Level: SDRA Level: 40

Learning Objectives Students will synthesize information from two texts about how ice cream became popular.

Content-Area Connections Social studies: social history, inventorsScience: engineering

Key Skills Synthesizing, vocabulary, text evidence, key idea, inference, problem and solution, figurative language, main idea, drawing conclusions, compare and contrast, expository writing

Standards CorrelationsThis article and lesson support the followingCommon Core anchor standards: R.1, R.2, R.3, R.4, R.9, W.2, SL.1, L.4, L.6For more standards information, go to our

Your Teaching Support PackageHere’s your full suite of materials, all of which

you’ll find at storyworks.scholastic.com:

Audio: • On-level version • Lower-Lexile version

Differentiated article: • Lower-Lexile version (printable)

Activities to print or project: • Vocabulary• Close-Reading and Critical-Thinking Questions*• Core Skills Workout: Analyzing Two Texts: Synthesizing, Summarizing,*

Text Evidence,* Making Inferences*• Comprehension Quiz*

lift the giant ice blocks onto sleds or wagons, and finally “haul it back home.”

• According to the section “Ice for Rich People Only,” why was ice cream a luxury in the 1700s? (key idea) Ice cream was a luxury because it was made using ice, which only wealthy people could afford. And since there was no way to make or buy ice in warm places, people who lived in such places could not have ice cream at all.

• What can you infer was the biggest problem with transporting ice over long distances? How did Frederic Tudor solve this problem? (inference/problem and solution) The biggest problem was most likely that the ice melted long before reaching far-off destinations. Tudor solved this problem by using a special tool that cut ice into same-sized cubes, and by coating the cubes with sawdust. This helped the ice stay cold on ships for months.

• At the end of “The Ice King,” why does the author say Tudor’s name “melted into history”? (figurative language) She means that people have forgotten Tudor’s name over time, because fridges and freezers made his ice unnecessary by the 1940s.

“And Ice Cream for All!” Close-Reading Questions

• Reread the last three paragraphs of “A Treat for the Rich.” What is the main idea of this section? (main idea) The main idea is that only wealthy and important Americans could eat ice cream in the 1700s, because its main ingredients were expensive and rare, and the process of making it was time-consuming.

• In what important ways did Jacob Fussell change ice cream-making? (main idea) Fussell was the first person to make ice cream in large batches and sell it cheaply.

1. Preparing to Read Preview Text Features/Set a Purpose for

Reading (10 minutes)

• Have students read the section headers in both articles. Ask: Based on the section headers, what might the history of ice and the history of ice cream have in common? (The headers “Ice for Rich People Only” and “A Treat for the Rich” suggest that both ice and ice cream were once luxuries.)

• Call on a volunteer to read aloud the Up Close box on page 16. Discuss: What does it mean when we say that something is popular?

Introduce Vocabulary (10 minutes, activity sheet online)

• Project or distribute the vocabulary activity to introduce challenging words in the texts.

• Highlighted terms: trekked, blustery, harvesting, sweltering, insulated, artificial, quantities

2. Close ReadingRead and Unpack the Text


• Read the articles as a class or play our audio version as students follow along.

• Have students answer the close-reading questions and critical-thinking questions in groups.

“Icy History” Close-Reading Questions• In the first section of the article, which details help you understand why ice was a “rare treasure” before the mid-1800s? (text evidence) Ice was a “rare treasure” because the process of getting it was dangerous and difficult: Teams of men had to journey to a “blustery mountain” or a frozen river or lake, facing dangers such as avalanches and wolves. They had to “hack away” at the ice with metal tools,

T11S E P T E M B E R 2 0 1 6

MIN

H UO

NG


||

Differentiate Your TeachingFor Advanced

Readers

Have students go online to research the history behind another of their favorite foods. Then ask them to write an article explaining the food’s history, using the

articles in the magazine as mentor texts.

For Small Groups

Divide students into small groups to do a second read. Then ask them to study the

photos and photo captions in both articles, discussing what these text features add to

their understanding the of stories.

LANC

E LE

KAND

ER


||

For Struggling Readers

Have students underline every sentence in the articles that contains a date. Then ask them to choose five of those dates and use them to create a timeline about the history

of ice cream.

For ELL Students

References to American geography might be challenging for some students. On a map,

point out the places mentioned (South Carolina, New England, Baltimore, Virginia, New York) and talk about

the climate in different regions.

• Reread the first paragraphs of “New Invention” and “Ice Cream Factory.” How did Nancy Johnson’s invention end up helping Fussell? (inference) Fussell and his

workers used Johnson’s hand-cranked machine to make ice cream in their factory. They did not have to shake and stir the ingredients by hand, as ice cream makers had to do in the past.

• Based on the section “Ice Cream Factory,” what can you conclude about why Fussell’s business became successful? (drawing conclusions) Fussell’s business became successful because his ice cream was inexpensive and because he made it easy for customers to buy by delivering it to their doors.

Critical-Thinking Questions• Based on these two articles, how does a luxury turn into something popular? Use examples from both articles in your answer. (synthesizing) For a luxury to become popular, it must become easier to make, more available, and less

expensive. For example, Tudor’s ice became popular when he offered it to people in more parts of the world. Ice cream became a hit when Fussell started selling it cheaply and the ice cream-making process became more efficient.

• What character traits did Tudor and Fussell have in common that made them both successful? (compare and contrast) Tudor and Fussell were both smart businessmen and creative problem solvers. Tudor cleverly realized that he could make a lot of money selling ice in hot parts of the world and figured out how to do it. Fussell turned his biggest problem—unsold cream—into a new business.

3. Skill BuildingFeatured Skill: Synthesizing

• Distribute our synthesizing activity. Start it as a class, then have students continue working on it in groups. It will help students respond to the writing prompt on page 19.

© 2016 Scholastic Inc. Teachers may make copies of this page to distribute to their students.

Name: ____________________________________________ Date: ________________

“The Flaming Sky”September 2016

Exploring Text FeaturesDirections: Answer the questions below to help you explore the photos, captions, map, and other text features in the nonfiction article “The Flaming Sky.”

1. Look at the headline, subhead, and large photo on page 5. How do they try to grab your attention and make

you interested in reading the article? _________________________________________________________

______________________________________________________________________________________

_______________________________________________________________________________________

2. Study the map and caption on page 6. From which city did the Hindenburg take off? Where was it scheduled

to land? __________________________________________________________________________________

_____________________________________________________________________________________________________________

3. Read the paragraph on page 6 that starts “The ride was famously smooth . . .” How does the photograph at

the top of page 7 show you more about the conditions described in the paragraph? _________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

4. Read the section headers in blue on pages 6-9. How does the mood, or feeling, of them change through the

article? _____________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

5. What information does the picture on page 9 add to the article? ____________________________________________

_________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Storyworks S-T-R-E-T-C-H After reading the article, look at the photgraphs and questions on page 8.

Answer the questions here. (Continue on the back if you need more space.) ____________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Text Features

Core Skills Workout


Name: ____________________________________________ Date: ________________


Understanding Text StructuresDirections: Text structure is the way an author organizes information in a piece of writing. Authors use different text structures to achieve different purposes. Common text structures are listed in the boxes on the right. Use the information in these boxes to help you answer the questions below about “The Flaming Sky.”

Cause and Effectexplains why something happened (cause) and what happened as a result (effect).

Descriptionincludes details to help you picture or get to know a person, place, thing, or idea.

Problem and Solutionpresents a problem and explains how it is solved.

Compare and Contrastpresents the similarities and/or differences between two items, such as events, time periods, or places.

Sequence of Eventsdescribes events in the order in which they happen. This is also called chronological order.

1. What is the main purpose of the article? ___________________________

____________________________________________________________

____________________________________________________________

Why is cause and effect a useful structure for this purpose? ____________

____________________________________________________________

____________________________________________________________

2. In the section “The Joy of Zeppelins,” the author notes similarities and

differences between the Hindenburg and other forms of transportation.

Which type of text structure is this? Explain your answer using examples.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

3. The author uses the sequence-of-events structure in the section “Stormy

Skies.” Which words and phrases are clues that is the structure? ________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Why do you think the author uses this text structure? ________________

____________________________________________________________

____________________________________________________________

Continued on next page >

Text Structures

Core Skills Workout


Name: ____________________________________________ Date: ________________


Understanding Text Structures, p. 2

4. Reread the first paragraph of the section “Just 32 Seconds.” Give examples of how the author uses details in

this paragraph to help you picture the scene in your mind. _________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Which text structure is this? ______________________________________________________________________________

5. Look at the photograph on page 5. Imagine the author put this information into a paragraph rather than

including a photograph. Which text structure would she most likely use? Why? ____________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

You be the author! Write a paragraph using the photograph on page 5 as inspiration. Use your answer to question no. 5 to help you.

Text Structures

Core Skills Workout


Name: ____________________________________________ Date: ________________


Name: ____________________________________________ Date: ________________

Summary of “The Flaming Sky”

“The Flaming Sky” is about _________________________________________________

___________________________________________________________________________________.

In the 1920s and 1930s, zeppelins like the Hindenburg were beloved because _____

___________________________________________________________________________________.

But although the Hindenburg was known for its safety, _______________________

_______________________________________________________________________.

On the evening of May 6, 1937, ____________________________________________

___________________________________________________________________________________.

Werner was almost pulled into the flames, but luckily _______________________

______________________________________________________________________.

Of the zeppelin’s 97 passengers and crew members, __________________________

______________________________________________________________________.

Most experts believe the explosion was caused by _____________________________

___________________________________________________________________________________.

Since the disaster, _________________________________________________________________

___________________________________________________________________________________.

Directions: Complete the summary below, using the prompts in the margins to help you.

1 .Beginwithatopicsentencethattellswhoandwhatthearticleismainlyabout.

3.Whatmadetheairshipdangerous?

4.ExplainWHAThappenedandWHEREithappened.

A summary is a short retelling of the most important parts of a story. It should include the information that someone would need to know to

understand the story, without minor details or your own opinion.

Writing a Summary

2.Namethreethingspeoplelovedaboutzeppelins.

5.HowdidWernersurvive?

8.Howdidthedisasteraffectzeppelintravel?

6.Whathappenedtomanypeopleonboard?

Summarizing

Core Skills Workout-LL

7.Howdoexpertsthinktheexplosionstarted?

ALSO AVAILABLE IN HIGHER

LEVEL!


Name: ____________________________________________ Date: ________________


A summary is a short retelling of the most important parts of a story. It should include the information that someone would need to know to understand the story, without minor details or your own opinion.

Summarizing

Writing a Summary

Directions: Complete the summary below, based on your reading of “The Flaming Sky.” Think about what was most important in the article.

“The Flaming Sky” is about __________________________________________________________________________

_____________________________________________________________________________________________________________.

In the 1920s and 1930s, zeppelins like the Hindenburg were beloved because __________________________

_____________________________________________________________________________________________________________.

But although the Hindenburg was known for its safety, ___________________________________________

_______________________________________________________________________________________________________.

On the evening of May 6, 1937, _____________________________________________________________________

_____________________________________________________________________________________________________________.

Werner was almost pulled into the flames, but luckily ____________________________________________

_____________________________________________________________________________________________________.

Of the zeppelin’s 97 passengers and crew members, ______________________________________________

_____________________________________________________________________________________________________.

Most experts believe the explosion was caused by _________________________________________________

_____________________________________________________________________________________________________________.

Since the disaster, __________________________________________________________________________________________

____________________________________________________________________________________________________________.

Summary of “The Flaming Sky”

Core Skills Workout–HL


Name: ____________________________________________ Date: ________________


Section Main idea How do you know?

First section, starting at the

beginning of the article

The Hindenburg was a remarkable zeppelin that everyone loved.

The section mainly describes how people felt about the Hindenburg. For example (give two details):•

•

“The Joy of Zeppelins”

Write the main idea: The section mainly describes what it was like to fly on the Hindenburg. For example:• The Hindenburg crossed the Atlantic twice as

fast as an ocean liner.• No one got airsick.• The rooms are described as “beautiful” and

“elegant.”Plus, the title of the section is “The Joy of Zeppelins.”

“Famous for Safety”

The Hindenburg used a very dangerous fuel, but it was still known for being safe.

The section describes what the Hindenburg used for power and why. For example (give two details):•

•

The main idea of a section or a whole article is an important idea that the author wants you to know about the topic. Looking at the details can help you figure out what the main idea is. What do they mainly describe? You can also use the titles of sections as clues.

Directions: Complete the chart below. Use the prompts to help you.

Main Idea and Supporting Details

Finding the Main Ideas




Name: ____________________________________________ Date: ________________



“Stormy Skies”

Write the main idea: In this section, the details lead up to the main idea, which is at the very end of the section. Write the last sentence here:•

“Just 32 Seconds”The explosion of the Hindenburg was a horrible, shocking disaster.

The section mainly describes what happened in the explosion. For example (give three details):•

•

•

“The End of Zeppelins”

Write the main idea: The section mainly describes what happened to Werner Franz and how he felt. For example (give two details):•

•

You Write It! Now think about the main ideas and details you wrote above. Use them to help you think of a main idea that goes through the whole article. Then respond to the writing prompt at the bottom of page 9: Think of a new title for “The Flaming Sky” that tells a main idea of the whole article. Write a paragraph using details from the text to explain why you chose this title.


Finding the Main Ideas, p. 2



Name: ____________________________________________ Date: ________________



First section, starting at the

beginning of the article

The Hindenburg was a remarkable zeppelin that everyone loved.

The section mainly describes how people felt about the Hindenburg. For example (give two details):•

•

“The Joy of Zeppelins”

Write the main idea: The section mainly describes what it was like to fly on the Hindenburg. For example:• The Hindenburg crossed the Atlantic twice as

fast as an ocean liner.Give two more details:•

•

“Famous for Safety”

The Hindenburg used a very dangerous fuel, but it was still known for being safe.

The section describes what the Hindenburg used for power and why. For example (give two details):•

•

The main idea of a section or a whole article is an important idea that the author wants you to know about the topic. Looking at the details can help you figure out what the main idea is. What do they mainly describe? You can also use the titles of sections as clues.

Directions: Complete the chart below. Use the prompts to help you.


Finding the Main Ideas

Core Skills Workout-HL



Name: ____________________________________________ Date: ________________



“Stormy Skies”

Write the main idea: In this section, the details lead up to the main idea, which is at the very end of the section. Write the last sentence here:•

“Just 32 Seconds”

Write the main idea: The section mainly describes what happened in the explosion. For example (give three details):•

•

•

“The End of Zeppelins”

Write the main idea: Give two details:•

•

You Write It! Now think about the main ideas and details you wrote above. Use them to help you think of a main idea that goes through the whole article. Then respond to the writing prompt at the bottom of page 9: Think of a new title for “The Flaming Sky” that tells a main idea of the whole article. Write a paragraph using details from the text to explain why you chose this title.


Finding the Main Ideas, p. 2

Core Skills Workout-HL


Name: ____________________________________________ Date: ________________

“Icy History” and “And Ice Cream for All!”September 2016

Analyzing Two Texts: Synthesizing

Directions: To synthesize means to combine parts from different sources. Answer the questions below to synthesize information from the articles “Icy History” (IH) and “And Ice Cream for All!” (AICFA). We’ve indicated where you can find each answer.

Putting It All Together

1. What was ice used for in Frederic Tudor’s time? (IH)

2. Before the mid-1800s, why was ice difficult to get? Who was able to get it? (IH)

3. How did Tudor make ice available to more people? (IH)

4. Why could only wealthy and important people enjoy ice cream at first? (both texts)

5. How did Nancy Johnson improve ice cream-making? What problem was she unable to solve? (AICFA)

6. How did Jacob Fussell make it easier for people to buy ice cream? (AICFA)

7. How did new technology affect ice- and ice cream-making? (both texts)

Write Now! Use your answers above to help you respond to the writing prompt at the bottom of page 19.

Core Skills Workout


Name: ____________________________________________ Date: ________________


Name: ____________________________________________ Date: ________________

“Icy History” is about _______________________________________________________

___________________________________________________________________________________.

Before the mid-1800s, you could get ice only if _____________________________

___________________________________________________________________________________.

But then Tudor figured out _____________________________________________

______________________________________________________________________.

Tudor’s ice changed the world because ____________________________________

______________________________________________________________________.

“And Ice Cream for All!” is about _____________________________________

__________________________________________________________________________.

When ice cream first came to America, it was ______________________________

__________________________________________________________________________________.

But in 1851, _______________________________________________________________________

___________________________________________________________________________________.

These articles are similar because ______________________________________

___________________________________________________________________.

Directions: Complete the summary below, using the prompts in the margins to help you.

1 . Begin with a topic sentence that tells who the article is mainly about.

3. How did Tudor solve the problem?

5. Who is the article mainly about?


Writing a Summary

2. What main problem does the article describe?

6. Why wasn’t ice cream popular back then?

8. What do both stories have in common?

7. Explain what Fussell did and what effect it had.

Summarizing

Core Skills Workout–LL

Summary of “Icy History” and “And Ice Cream for All!”

4. Name three positive effects of Tudor’s ice.


Name: ____________________________________________ Date: ________________



Summarizing

Writing a Summary

Directions: Complete the summary below, based on your reading of “Icy History” and “And Ice Cream for All!” Think about what was most important in the articles.

“Icy History” is about _____________________________________________________________________________

_________________________________________________________________________________________________________.

Before the mid-1800s, you could get ice only if ______________________________________________

_________________________________________________________________________________________________________.

But then Tudor figured out ______________________________________________________________

________________________________________________________________________________________________.

Tudor’s ice changed the world because _____________________________________________________

_______________________________________________________________________________________________.

“And Ice Cream for All!” is about ______________________________________________________

____________________________________________________________________________________________________.

When ice cream first came to America, it was __________________________________________________

_________________________________________________________________________________________________________.

But in 1851, ____________________________________________________________________________________________

_________________________________________________________________________________________________________.

These articles are similar because _______________________________________________________

____________________________________________________________________________________.

Summary of “Icy History” and “And Ice Cream for All!”



Name: ____________________________________________ Date: ________________


Name: ____________________________________________ Date: ________________

Find the Evidence

Text Evidence

1. Circle the letter of the piece of text evidence that best explains why ice was rare and expensive before the mid-1800s:

a. “During hot months, this precious ice could be used to keep foods fresh.”

b. “Nero kept his ice in special pits dug into the ground, where the blocks would stay frozen for months.”

c. “They no longer needed to buy ice, because they could make it at home.”

d. “To get it, you had to do what Emperor Nero did: Find it in nature and haul it back home.”

2. In your own words, describe how the Roman emperor Nero obtained ice. Use details from the text.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

3. The section “Ice for Rich People Only” explains that in the 1700s, not even a millionaire could buy ice in a warm state like South Carolina. Circle the letter of the piece of text evidence that best explains why this was so:

a. “By the 1700s, many rich people in Europe and America had icehouses on their properties.”

b. “There was simply no way to make ice in hot weather. And nobody had yet figured out how to transport ice over very long distances.”

c. “The men trekked into the mountains. They braved avalanches. They faced thieves and wolves.”

d. “In 1805, Tudor got the idea of using ships to bring ice from chilly New England to sweltering places in America and beyond.”

4. Explain in your own words how Frederic Tudor was able to transport ice over long distances.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________


Directions: Read each question below carefully. Some will ask you to select text evidence—or details in the story—to support a statement. Others will ask you to respond in your own words, supporting your ideas with text evidence.



Name: ____________________________________________ Date: ________________


Text Evidence

Find the Evidence, p. 2

5. In the section “New Invention,” the author describes ice cream-making as “an exhausting chore.” Circle the letter of the piece of text evidence that best supports this description.

a. “The main ingredients—ice, cream, and white sugar—were expensive and hard to find.”

b. “It took hours of cranking to make a few scoops.”

c. “This way his cooks could make his favorite ice cream treats all summer.”

d. “He packed his product into jars and delivered the ice cream on horse-drawn wagons directly to customers.”

6. Using evidence from the text, explain how new technology affected the popularity of ice cream.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

7. Which of the following describes the most important way Jacob Fussell changed ice cream-making?

a. “He packed his product into jars and delivered the ice cream on horse-drawn wagons directly to customers.”

b. “Fussell had a business delivering milk and cream to people around the city.”

c. “He was the first to make ice cream in large quantities and sell it at a low price.”

d. “Within the decade, Fussell opened factories in Baltimore and New York.”

8. How did Tudor help make it possible for Fussell’s ice cream business to succeed? Use specific evidence from the text.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________



Name: ____________________________________________ Date: ________________



Text Evidence

Find the EvidenceDirections: Read each question below carefully. Some will ask you to select two or three pieces of text evidence—or details in the story—to support a statement. Others will ask you to respond in your own words, supporting your ideas with text.

1. The section “Ice for Rich People Only” explains that in the 1700s, not even a millionaire could buy ice in a warm state like South Carolina. Circle the letters of the TWO pieces of text evidence that best explain why this was so:

a. “The men were in search of a treasure that was prized throughout the world.”

b. “There was simply no way to make ice in hot weather.”

c. “By the 1700s, many rich people in Europe and America had icehouses on their properties.”

d. “They no longer had to buy ice, because they could make it at home.”

e. “. . . you couldn’t have ice unless you lived in a place where there were freezing-cold winters or ice-topped mountains.”

f. “During hot months, this precious ice could be used to keep foods fresh.”

2. In your own words, describe how Frederic Tudor was able to make ice available to people living in warm climates. Use details from the text.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

3. Circle the letters of the THREE pieces of text evidence that best demonstrate how new technology affected the ice and ice cream businesses:

a. “By the 1940s, most Americans had electric refrigerators and freezers. They no longer needed to buy ice, because they could make it at home.”

b. “Making ice cream got easier . . . when a woman named Nancy Johnson invented the ‘artificial freezer.’ ”

c. “Today, ice is so common you barely notice the clinking of ice cubes in your glass of lemonade.”

d. “Steam-powered ice cream machines replaced those cranked by human hands . . . Meanwhile, ice cream swept across America like a delicious frozen wave.”

e. “He set up America’s first ice cream factory in Pennsylvania.”

f. “By 1920, even small towns had ice cream parlors.



Name: ____________________________________________ Date: ________________


Text Evidence


4. In your own words, explain why Nancy Johnson’s invention on its own did not make ice cream popular.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

5. You can infer that both Frederic Tudor and Jacob Fussell were smart and talented businessmen. Circle the letters of the THREE pieces of text evidence from “Icy History” and “And Ice Cream for All!” that best support this inference: a. “And nobody had yet figured out how to transport ice over very long distances.”

b. “[Tudor] became a millionaire and was known as America’s ‘Ice King.”

c. “Hospitals used ice to cool patients with high fevers, saving many lives.”

d. “Business boomed. Within the decade, Fussell opened factories in Baltimore and New York.”

e. “And that’s what gave [Fussell] an idea that would change America: to open an ice cream factory.”

f. “Fussell hated wasting all that cream.”

6. Using text evidence, explain how Tudor helped make it possible for Fussell’s ice cream business to succeed.

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________



Name: ____________________________________________ Date: ________________


Name: ____________________________________________ Date: ________________

Inference

Making Inferences

Lines From the Article Clues Inferences

• “And nobody had yet figured out how to transport ice over very long distances. But a Boston man named Frederic Tudor changed that.”

• “His big breakthrough was a new tool for harvesting ice. It was a special sled with sharp blades.”

• “He became a millionaire and was known as America’s ‘Ice King.’ ”

The first line shows Tudor was willing to tackle a problem that other people had not been able to solve.

“Big breakthrough” tells readers that Tudor had a very smart idea that no one else had thought of before.

The fact that Tudor was “known as America’s ‘Ice King’” suggests that he became famous for being the best at what he did. That he became a millionaire tells readers his business was very successful.

What can you infer about Frederic Tudor’s personality?

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

• “Teams of men (often slaves) would be sent to find ice on a blustery mountain or frozen river or lake.”

• “They would use saws and sharp metal tools to hack away big blocks of ice.”

• “By the 1700s, many rich people had icehouses on their properties. These were small buildings where ice harvested in the winter could be kept cold until summer.”

The first two lines tell readers that it took a lot of workers to gather ice, and that the job was very difficult and exhausting.

In the third line, “properties” suggests that the people who had their own icehouses had large amounts of land.

What can you infer about why only wealthy people could afford ice in the 1700s?

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

1

2

Directions: An inference is something you can figure out from clues in a story, even though the story doesn’t say it directly. The chart below lists lines from “Icy History” on the left. The middle column gives you some clues about the lines. Use these clues to help you make an inference in the right-hand column.




Name: ____________________________________________ Date: ________________


Name: ____________________________________________ Date: ________________

Inference

Making Inferences, p. 2

Lines From the Article Inferences

Write two lines from “And Ice Cream for All!” that support the inference on the right.

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

New technology made it possible for the average person to enjoy ice cream.


_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Jacob Fussell worked very hard to make his ice cream business successful.

3

4

Directions: In the right-hand column, you’ll find inferences we’ve made from “And Ice Cream for All!” Find two lines in the article to support each inference.



Name: ____________________________________________ Date: ________________


Name: ____________________________________________ Date: ________________

Inference

Making InferencesDirections: An inference is something you can figure out from clues in a story, even though the story doesn’t say it directly. The chart below lists lines from “Icy History” on the left. Use these clues to help you make an inference in the right-hand column.



Clues Inferences

Consider these lines from the article:

• “And nobody had yet figured out how to transport ice over very long distances. But a Boston man named Frederic Tudor changed that.”

• “His big breakthrough was a new tool for harvesting ice. It was a special sled with sharp blades.”

• “He became a millionaire and was known as America’s ‘Ice King.’ ”

What can you infer about Frederic Tudor’s personality?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Consider these lines from the article:

• “Teams of men (often slaves) would be sent to find ice on a blustery mountain or frozen river or lake.”

• “They would use saws and sharp metal tools to hack away big blocks of ice.”

• “By the 1700s, many rich people had icehouses on their properties. These were small buildings where ice harvested in the winter could be kept cold until summer.”

What can you infer about why only wealthy people could afford ice in the 1700s?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

1

2


Name: ____________________________________________ Date: ________________


Name: ____________________________________________ Date: ________________

Inference

Making Inferences, p. 2

Lines From the Article Inferences


_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

New technology made it possible for the average person to enjoy ice cream.


_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Jacob Fussell worked very hard to make his ice cream business successful.

3

4

Directions: In the right-hand column, you’ll find inferences we’ve made from “And Ice Cream for All!” Find two lines in the article to support each inference.


September 2016

Lesson Plans &

Nonfiction Reading Kit

Nonfiction, pp. 4-9

The Snake That’s Eating Florida The gripping story of how Burmese pythons are taking over the Everglades

1Lesson

Featured Skill: Cause and Effect

About the ArticleLevelsLexile Level: 690LGuided Reading Level: ODRA Level: 34

Learning Objective Students will read a nonfiction story about invasive species in the Florida Everglades. The story will build knowledge and domain-specific vocabulary, and have a special emphasis on cause and effect.

Content-Area Connections Social studies: geography Science: animals, environment

Key Skills Cause and effect, vocabulary, close reading, key details, text features, text evidence, drawing conclusions, explanatory writing

Standards CorrelationsThis article and lesson support the following standards:Common Core anchor standards: R.1, R.3, R.4, R.5, W.2, SL.1, SL.2, L.4, L.6TEKS: 3.2, 3.4, 3.13, 3.20, 3.29, 3.30

For more standards information, check our website.

STORYWORKS JR. T4

Your Teaching Support PackageHere’s your full suite of materials, all of which you’ll find at scholastic.com/StoryworksJr:

Activities to print or project • Pause and Think Questions

• Vocabulary

• Close-Reading and Critical-

Thinking Questions

• Quiz

• Nonfiction Reading Kit: This

will help build key reading skills,

including our featured skill, cause

and effect; text features; and text

evidence

Video Read-Aloud In this video, your students will hear author Lauren

Tarshis narrate the article, and watch authentic images and footage!

Audio (both read by the author) • On-level version • Lower-Lexile version

Differentiated articles• Starter level: a straightforward presentation of the basic facts

• Lower-Lexile version

• Higher-level version: originally appeared in Storyworks


T5SEPTEMBER 2016

1. Preparing to Read Watch a Video/Preview Text Features

(25 minutes) • This story is accompanied by a brand-new Video

Read-Aloud, in which author Lauren Tarshis narrates

the article as authentic photos and footage help

students visualize what’s happening. Consider showing

the video as a “first read.”

• Have students open their magazines to pages 4-5 and

look at the headline, subhead, and labels (“Big Read,”

“Nonfiction feature”). Ask: What do the labels tell you?

How does the subhead help explain what the headline

means?

• Point out the Pause and Think boxes starting on page

6, which are designed to check basic comprehension.

Explain that these questions will help the students

better understand the story. (Students will delve into

higher-level questions with the close-reading questions,

available in this guide and online.)

• Direct students to the photo on page 6. Discuss the

kinds of animals pythons will eat. Use this opportunity

to point out that humans are not pythons’ natural prey.

• Ask students to look at the map and photo on page

8. Using the information in the caption, discuss where

Everglades National Park is, its size and the species it

contains, and what it looks like.

Introduce Domain-Specific Vocabulary (15 minutes, activity sheet online)

• We have highlighted in bold the words that may be

challenging and defined them at the bottom of the

column in which they appear. Preview these words by

projecting or distributing our vocabulary activity and

completing it together as a class.

• Highlighted words: wetlands, species, climate,

environment, invasive

Set a Purpose for Reading (5 minutes)

• Every story in the magazine has a Think and Read

box at the beginning. These boxes give students a

question or an idea to focus on as they read. Call on a

volunteer to read the Think and Read box on page 4 for

the class.

2. Close ReadingReading and Unpacking the Text

• First read: Read the story as a class. At the end of each

section, use the Pause and Think questions to quickly

check comprehension.

• Second read: Distribute some or all of the close-

reading questions and preview them together. After

the class answers the questions, discuss the answers

together. Then discuss the critical-thinking question.

Close-Reading Questions(30 minutes, activity sheet online)

• Read the section “Out of Place.” How are the

pythons’ jaws able to help them eat? (key detail)

Their jaws allow them to open their mouths wide

and eat animals that are much larger than the snakes

themselves are.

• According to the section “Set Free,” what happened

when pythons grew too big for their owners to care

for them? (cause and effect) People no longer wanted

the pythons, so they let them loose.

• Read the section “Snake Invaders.” What is an

invasive species? Why are they a problem? (cause

and effect) An invasive species is an animal or a plant

that damages the animals and plants living in a new

environment where it’s introduced. They’re a problem

because they can make those native species disappear

forever.

• According to the section “A Long Struggle,” what is

one reason it’s hard to know how many pythons are

living in the Everglades? (key details) Their coloring

makes them blend in with the wetlands. This makes it

impossible to count them.

• What can you infer about the problem in the

Turn the page for differentiation and more! v

LANC

E LE

KAND

ER

STORYWORKS JR. T6

Instead of using the close-

reading and critical-thinking

questions, print out the Pause

and Think questions and have

students answer those. These

basic comprehension questions help ensure

students can follow the story’s events.

Have students work in small

groups to create a poster with

an image of a Burmese python

and at least three reasons why

they do not make good pets.

Students should also explain why pythons

shouldn’t be set free either.

For Struggling

Readers


Have students read the article

and highlight all the facts that

surprise them the most. As

homework, they can compile a

list of at least five surprising facts.

Divide students into groups to

do a second read and answer

some or all of the close-reading

questions. Encourage them

to also discuss the text features,

including photos, captions, and the map.

For Independent

Readers

For Small

Groups

Everglades from the photo on page 9? (inference)

One reason there are so many pythons in the Everglades

is that a female Burmese python can lay as many as 100

eggs at once.

Critical-Thinking Question (10 minutes, activity sheet online)

• What lessons can you learn about having animals

like pythons as pets? (cause and effect) Answers may

include that it’s not wise to have a pet that can grow as

large as a python can grow, because you may not be able

to care for it.

3. Skill Building• Call on a volunteer to read aloud the Think and Write

box at the bottom of page 9.

• Have students work in pairs to underline details that

they would include in their letters. Regroup as a class to

discuss which ones are most important.

• Brainstorm opening sentences for the letter.

• Have students write their letters in class or as

homework.

Video Read-Aloud In this video, your students will hear author Lauren Tarshis narrate

the article, and watch authentic images and footage!


Differentiated articles• Starter level: a straightforward presentation of the basic facts

• Lower-Lexile version

• Higher-level version: originally appeared in Storyworks

Customize Your Class


STORYWORKS JR. T10

Paired Texts, pp. 16-19

The Hottest Place/Coldest Place on Earth Two fascinating articles compare the world’s most extreme environments

3Lesson

Featured Skill: Compare and Contrast

About the ArticleLevelsLexile Level: 550LGuided Reading Level: PDRA Level: 38

Learning Objective Students will love learning about life in Dallol, Ethiopia, and Oymyakon, Russia, which have some of the most extreme temperatures on Earth. The story has a special emphasis on compare and contrast.

Content-Area Connections Social studies: world cultures Science: weather, environment

Key Skills Compare and contrast, text features, vocabulary, close reading, main idea and supporting details, cause and effect, informational writing

Standards CorrelationsThis article and lesson support the following standards:Common Core anchor standards: R.1, R.2, R.3, R.4, R.5, R.9, W.2, SL.1, L.4, L.6TEKS: 3.2, 3.4, 3.13, 3.20a, 3.20c, 3.29, 3.30

For more standards information, check our website.

Your Teaching Support PackageHere’s your full suite of materials, all of which you’ll find at scholastic.com/StoryworksJr:

Activities to print or project • Vocabulary

• Close-Reading and Critical-

Thinking Questions

• Quiz

• Nonfiction Reading Kit: It will help

build key reading skills, including

our featured skill: compare and

contrast; and identifying main

idea and supporting details

Audio versions (both read by the author) • On-level version • Lower-Lexile version

Differentiated article• Lower-Lexile version

T11SEPTEMBER 2016


“The Hottest Place on Earth” Close-Reading Questions


• Which details tell you why it is hard to live in Dallol?

(main idea and supporting details) Dallol is very hot,

water is hard to find, and acid comes up from the ground.

Also, there are no schools, stores, doctors, or crops.

• What do men and boys do in Dallol? Why? (key

details) They go to Dallol to mine salt. They sell the salt

to make money.

“The Coldest Place on Earth” Close-Reading Questions


• What could happen to your body if you’re outside

in Oymyakon? (key details) The inside of your nose

could freeze, and your eyelashes could turn to icicles.

• Why did people go to live in Oymyakon in the

1930s? (cause and effect) They went to live there

because gold was discovered, and they wanted to make

money from the gold.

• What are people in Oymyakon like? (key details)

They are friendly. They take care of each other.

Critical-Thinking Questions (10 minutes, activity sheet online)

• What are two ways in which Dallol and Oymyakon

are alike? (compare and contrast) Both places are

very hard places to survive in because of extreme

temperatures. In both places, the people who live and

work there stick together and help each other. Both

places have mines where people work.

• What are two ways in which Dallol and Oymyakon

are different? (compare and contrast) Dallol is very

hot, and Oymyakon is very cold. Nobody lives in Dallol,

and some people live in Oymyakon.

1. Preparing to Read Explore Text Features/

Set a Purpose for Reading (10 minutes) • Point out the opening spread on pages 16-17.

• Direct students to the labels in the upper left corner

that say “Paired Texts” and “One topic, two stories.”

Ask students what the one topic is. (extreme weather)

• Looking at the photos on the opener, ask the

question in the white circle: Where would you rather

live? Have students predict what would be difficult

about living in each place.

• Every story in the magazine has a Think and

Read box at the beginning. It gives students a

question or an idea to focus on as they read. Call on

a volunteer to read the Think and Read box on page 16

for the class.

Preview Vocabulary (15 minutes, activity sheet online)

• Project or distribute the first page of our vocabulary

activity to preview the terms in bold in the feature.

Complete the “before reading” section as a class or

in small groups. Have students complete the second

section after they’ve read the article.

• Highlighted words: acid, salt mines, environment,

gold mines

• Word Study! Ask students which two terms have

something in common. (salt mines, gold mines) Ask

students what word is also bolded in the Big Read

nonfiction feature. (environment)

2. Close ReadingReading and Unpacking the Text

• First read: Students should read the articles through

one time for general comprehension.

• Second read: Distribute the close-reading and

critical-thinking questions. Preview them as a class.

• Have students read the story again, as a class or in

small groups, pausing to answer the questions.

MIN

H UO

NG

Turn the page for differentiation and more! v

STORYWORKS JR. T12

LANC

E LE

KAND

ER

3. Skill BuildingCompare and Contrast

• Distribute our compare/contrast activity. On your

whiteboard or chart paper, make a table like the one in

our activity.

• Divide the class into three groups. Assign one row

of the table to each group, and have them find details

from the articles to fill in their section. Have them fill

in the table on their activity sheets as they work.

• Call on one student from each group to fill in the

table for the class. Have students follow along and fill

in the rest of their activity sheets.

• As a class, discuss the finished product to see if

students would add or change anything.

• Have students complete the task in the Think and

Write box on page 19 in class or as homework.

Read the articles aloud as

students follow along in their

magazines. Pause at the end

of each paragraph and ask

students to summarize what

happened. Send the magazines

home for students to read the article again;

encourage them to read it aloud with a parent

or caregiver.

Have students use the prompt

in the Think and Write box to

write an essay about whether

they would rather live in

Dallol or Oymyakon. For an

additional challenge, have them

research the wettest, driest, or otherwise

extreme place on Earth and make a poster

about it.

For Struggling

Readers


Preview text features and

vocabulary before letting

students read on their own.

Distribute the close-reading

and critical-thinking questions,

and have students answer some or all of them

as they read.

• Follow step 1 of the lesson

plan: Preparing to Read.

• Put students in small

groups to take turns reading

the article aloud, paragraph by

paragraph. Give them the option to pause

and discuss points they find interesting,

surprising, or confusing.

• Assign each group two of the close-reading

and critical-thinking questions to discuss

and answer together.

For Independent

Readers

For Small

Groups

Customize Your Class



Differentiated article• Lower-Lexile version

Name: ____________________________________________ Date: ________________

Cause and Effect“The Snake That’s Eating Florida”

September 2016



Directions: Fill in the cause-and-effect chain below with events from “The Snake That’s Eating Florida.” We’ve done the first one for you. For each event, ask yourself, “What happened next because of this?”

Featured Skill: Cause and Effect

Use this kit to help you build important reading skills as you explore the nonfiction feature “The Snake That’s Eating Florida.”

xREMEMBER! A cause is why something happens. An effect is what happens as a result.

Burmese pythons were brought to the U.S. as pets.

(Hint: Why don’t the snakes make good pets?)

(Hint: What happened to the snakes people couldn’t care for?)

(Hint: How have the snakes survived in the Everglades?)

(Hint: What effect have the snakes had on the Everglades and the other animals there?)

Eve

nt

1E

ven

t 2

Eve

nt

3E

ven

t 4

Eve

nt

5

7

7

7

7

Name: ____________________________________________ Date: ________________

Text Features“The Snake That’s Eating Florida”

September 2016


Directions: Look at the text features in the article to prepare to answer the questions below.


Text FeaturesxREMEMBER! Text features are the headlines, pictures, captions, maps, and other things on the page that help you understand an article.

1. Look at the headline and illustration on pages 4-5. How do they make you want to read the article?

2. What did you learn from looking at the map, photograph, and caption on page 8?

3. Which picture in the story was your favorite? What did it teach you?


Name: ____________________________________________ Date: ________________

Text Evidence“The Snake That’s Eating Florida”

September 2016


Directions: Read each question below carefully. Some will ask you to select text evidence—or details in the story—to support a statement. Others will ask you to respond in your own words, supporting your ideas with text evidence.


Find the EvidencexREMEMBER! Text evidence is a piece of the text that you can either quote or explain to prove a point or answer a question.

1. Circle the letter of the piece of text evidence that best demonstrates why Burmese pythons are dangerous to the Everglades:

a. “Frogs croaked and crickets chirped.”

(p. 5)

b. “Some people think baby pythons look

cute.” (p. 6)

c. “The Burmese pythons in the Everglades

have eaten so many animals that some of

them have been disappearing.” (p. 8)

d. “Scientists are finding and trapping

snakes.” (p. 8-9)

2. Reread the section “Snake Invaders.” How are the other animals in the Everglades being affected by Burmese pythons? Use specific evidence from the text.

3. The section “A Long Struggle” explains why it is so hard to know how many pythons are in the Everglades. Circle the letter of the piece of text evidence that tells you this.

a. “Trying to count the brown-and-green

snakes would be impossible, because

they blend in with the wetlands.”

b. “It is now against the law to bring

Burmese pythons to the U.S. to sell.”

c. “Lots of people are hunting the snakes.”

d. “The struggle will go on for a long time.”



Name: ____________________________________________ Date: ________________

Text Evidence“The Snake That’s Eating Florida”

September 2016




4. In your own words, explain what people in Florida are doing to try to solve the python problem. Use specific evidence from the text.

Dallol, Ethiopia Oymyakon, Russia Alike Different

Is it comfortable to be in this place?

What temperature can it reach?

Are there places to buy food and other supplies?

What kind of work can people do there?

How do people treat one another?

You Write It! Now you are ready to answer the writing prompt on page 19: In what ways are Dallol and Oymyakon alike? In what ways are they different? Write your answer in one well-organized paragraph. Use information from both texts to complete your paragraph.


Name: ____________________________________________ Date: ________________

Reading Kit: Compare & Contrast“The Hottest Place on Earth”

“The Coldest Place on Earth”September 2016

Directions: Read the questions in the left-hand column and answer them for each article. If the answers are alike, check “Alike” on the right. If they’re different, check “Different.” After completing the chart, respond to the writing prompt at the bottom of the page.

Paired Text Reading Kit Use this kit to help you build important reading skills as you explore

the paired text features “The Hottest/Coldest Places on Earth.”

Featured Skill: Compare and Contrast


Directions: Read the main idea below. Then find the details in “This Is the Hottest Place on Earth/This Is the Coldest Place on Earth” that support the main idea. Write them below. We’ve given you some hints.

Detail 1 }Detail 2 }Detail 3 }Detail 4 }

Main Idea }Hint: What can the temperature be in Dallol?

Hint: Does anyone live in Dallol?

Hint: What can happen to your nose or eyelashes in Oymyakon?

Hint: What’s the coldest it’s ever gotten in Oymyakon?

The extremely hot weather in Dallol and extremely cold weather in Oymyakon make it hard to live there. Remember

to indent the first sentence!

Name: ____________________________________________ Date: ________________

Main Idea & Supporting Details“The Hottest Place on Earth”

“The Coldest Place on Earth”September 2016

Paired Text Reading Kit Use this kit to help you build important reading skills as you explore

the paired text features “The Hottest/Coldest Places on Earth.”


The Nonfiction Reading Kit:

Documents

Transcript of The Nonfiction Reading Kit: