Looking for authentic writing opportunities for your students? How about ways to recognize their work? Scope's writing contests are just the thing! With each issue of Scope, students have the chance to enter one of several writing contests and win a fantastic book hand-picked by Scope editors or some other fabulous prize. Share these 9 tricks with your students to increase their chances of winning! Find all the current contests here.
Share these 9 tricks with your students to increase their chances of winning!
1. Follow the rules.
It sounds simple, but so many entries we receive get disqualified right off the bat because they are sent in after the deadline or lack the requested contact information. If an entry is to be considered, it must follow ALL the rules listed on the contest activity sheet.
2. Make it legible.
If we can’t read it, we can’t judge it. Encourage students to type up their entries if you suspect that their handwriting may be difficult to read. (Did you know we accept emailed entries? Send them to ScopeMag@scholastic.com.)
3. Keep it organized.
If you are submitting a class set of contest entries, make sure EACH entry has its own contest form (like this one) with all relevant contact info and that the form is securely attached or clearly marked.
4. Make your Google Doc public.
We receive so many emailed entries that we WANT to read . . . but can’t. If you want to submit entries as Google Docs, remember to make your entry viewable to anyone with the link. We can’t open your submission unless you give us permission. This is a very important tip! The VAST MAJORITY of Google Docs we receive cannot be viewed.
5. Be passionate and energetic.
Our contest judges read your students' entries with love and care. But when there are hundreds or thousands of entries, the writing can start to get monotonous. Your students can stand out by writing with pizzazz—with energy and passion. Hint: Make sure your students' vary their sentence constructions.
6. Relate to your experience.
We love a submission that answers the question while relating back to the writer’s world. Has your student ever experienced anything like what the characters or people he or she is writing about experienced? How would your student feel if he or she were in the character's shoes? We award brownie points for answering the question while seamlessly tying in anecdotal life experiences (when it makes sense for the type of writing task, of course).
7. Answer the question(s).
Many of our writing prompts have two-part questions. Make sure students answer all parts of the prompt, or their entries will be disqualified.
8. Cite text evidence.
Make sure your students cite their sources. (In most cases, the source is us.) Call us vain, but we adore it when students write such things as, “In the Scope article ‘Swimming for Her Life,’ Kristin Lewis claims that [insert text evidence here].” It makes our citation-happy-hearts soar.
Check for spelling and grammar mistakes while making sure the writing flows from one idea to the next.
Best of luck! And as we say to our winners, “Keep on reading and writing!”
By Anna Starecheski
We all know that this election season has been, shall we say, messy. We've heard from many teachers that it's been a struggle to teach their students about this election.
Here at Scholastic, we want to help you teach your students about the presidential election in age-appropriate ways. Our colleague Elliott Rubhun is quoted in this wonderful article from The Washington Post. We highly recommend you check it out—Elliott offers practical advice for how to teach the election for each grade level. For more on the election for kids, check out Scholastic's election coverage here.
For a more general conversation about politics, check out my article in Scope: "Is It Wrong To Talk About the Election?" The polarizing nature of this particular upcoming presidential election makes this article an ideal read in these final days leading up to November 8th. I also provide information about civil discourse, which is a great lens through which to explore the election in your classroom.
The article comes with a great constructed-response activity too! And here is a wonderful step-by-step guide to using my article for test-readiness.
Anna Starecheski is Assistant Editor at Storyworks Jr.
Scope's glossary academic terms is a great way to introduce your students to the instructional language they will encounter in activities, classroom discussions, and directions as well as on assessments.
There are lots of ways to use this glossary:
- Project it on your whiteboard.
- Upload it to Google Classroom.
- Print it for students to keep in their binders.
- Cut up the terms and use them as note cards.
- Create posters to display around your classroom.
Find our other glossaries here.
The Core Skills Workout is a collection of eight skill-based activities that come with every issue, designed to help your students "bulk up" in the skills they need most to become strong, analytical readers.
If you haven't had a chance to check them out, now is the perfect time! We offer this collection of activities in addition to the quizzes, vocabulary, and other support materials that come with each issue.
The Workout covers . . .
Central ideas and details
The Core Skills Workout is perfect for your classroom because . . .
1. It works with your scope and sequence.
As skills arise in your scope and sequence, you can choose the Core Skill activity that supports your teaching goals.
2. It's a great reinforcement tool.
Do the Workout with each issue—to reinforce the skills students have learned or to help students who need extra practice in a particular area.
3. It's ready for differentiation.
Most Core Skills Workout activities are offered on two levels. For example:
In addition to the eight Workout activities, you also get . . .
1. Ready-to-go reference materials
A reference sheet is available for each of the eight skills covered in the Workout. Project the reference sheets on your whiteboard, upload them to Google Classroom, or print them for students to keep in their binders. Download them here or find them on the Core Skills page.
2. An easy way to put it all together
Our Read, Think, Explain activity (available on two levels) combines all eight skills in one tidy guided-reading activity. It comes with every nonfiction feature. We recommend you project it on your whiteboard and work through it as a class.
Answers to all activities can be found in the answer key.
Have a great workout!
Back in high school, my English teacher assigned us a paper analyzing Dylan Thomas’s “Do Not Go Gentle Into That Good Night.” I was looking at the poem one morning when my homeroom teacher, Mr. Miller—who was also my French teacher—appeared at my desk with a box of colored pencils.
“Let me show you something, Mademoiselle Dignan,” he said. (Just for the record: My last name is not French, but Mr. Miller had a way of saying it that made it sound that way—deen-YAWn—that I very much enjoyed.) The next thing I knew, I was underlining references to light in one color, references to darkness in another, and drawing arrows and circles all over the place. Marking the poem this way pulled me deeply into it and illuminated much that I hadn’t previously noticed. I found the experience rather thrilling—it was almost as though Mr. Miller had shown me a magic trick.
I would describe what Mr. Miller showed me as a way of excavating a poem—a way of digging in and discovering what might not be visible on a poem’s “surface,” of examining both what the poet did and how he or she did it. A successful excavation may lead to insights about the poet’s use of imagery and allusion, of sound and rhythm—but its true reward is a deeper and more profound experience of the poem.
It is to that kind of meaningful experience with poetry that today, as the creator of Scope’s poetry activities, I aim to lead your students. You will notice that in the activity sheet that supports John Townsend Trowbridge’s delightful “Darius Green and His Flying Machine,” students are asked to circle and bracket sections of the poem as a way of seeing the poem’s basic structure.
Students then move on to a series of questions that will help with comprehension and also lead to a greater appreciation of the poet’s craft—how his word choices affect the sound and meaning of the poem, for example.
Want to take your class’s excavation of “Darius Green” even further? Here are three ideas:
- Have students clap the poem’s rhythm and discuss their experience. You might ask: Was it easy to clap the rhythm? Were there any challenging parts? (Personally, I had a little trouble finding the right rhythm from line 6 to line 7—but I did find something that works.) How would you describe the rhythm? How does it change in the last line? How do poets create rhythm? Why does it matter?
- Have students read the full-length version of the poem. (You can find it here.) Divide the poem into sections and assign each section to a group who will then prepare a short presentation about it for the class. Students can summarize what it says, point out anything that they noticed or found particularly interesting, and share any questions that came up.
- Have students write their own poems using “Darius Green” as a model. Students’ poems, like Trowbridge’s, should be structured as conditional statements (this is explained in question 1 of the poetry activity) and should end with the phrase “never would do for a hero of mine."
I’d love to hear your feedback on the “Darius Green” activity or any other Scope poetry activity—or simply hear how you approach poetry in your classroom. I’ll look for your comments below!
Jenny Dignan is originally from Cleveland, Ohio, and spent nearly 20 years living in New York City working as an editor at Scholastic, a dancer, and a yoga teacher. She now lives in Portland, Maine, where she works on Scope with a view of the ocean.
Audio articles are a powerful classroom tool. They can be used for differentiation, fluency, listening comprehension, engagement, and so much more. Every issue of Scope comes with audio versions of several articles, along with the vocabulary words and definitions.
Here are three teacher-vetted ways to incorporate audio into your teaching:
1. To unlock a challenging text for a struggling reader or ELL student
First, have students listen to the audio article once through—either in class or at home the day before you plan to use the article. Then have them listen again, this time following along in their print magazines. Now students should be prepared to read the article independently, without the audio.
2. To prepare students for listening passages on assessments
Pass out a close-reading and critical-thinking activity sheet (like this one) for students to preview, so they will know in advance what they will be discussing and can be “strategic” listeners. Then play the audio recording and work through the questions together. Repeat the same process with another Scope text, but this time, have students listen to the audio independently and complete one close-reading question and one critical-thinking question on their own.
3. To model speaking
The ability to speak well is an important skill—not just for class presentations but also in life. Use our audio recordings to model speaking articulately and with a sense of rhythm and style. Encourage students to infuse their own presentations with this sense.
Explore all of our audio articles at Scope Online.