how to write a newspaper report grade 3

If you have a class filled with newshounds eager to write their own front-page stories about classroom events or the latest happenings in the cafeteria, Scholastic Teachables has you covered with ready-to-go resources for your young journalists.

These 5 resources will help students in grades 3–5 learn about the newswriting process and how to add descriptive elements that will engage readers. Not only will they learn how to write a news article, students will also learn important content-area vocabulary that gives new meaning to words like  dummy ,  bleeds , and  widow . Before you know it, your classroom will be a busy newsroom filled with young reporters looking to break the next big story!

1.     Newspaper Writing: Narrative Learning Center

This  narrative learning center  specifically designed for newspaper writing helps students report facts and write a compelling news story that will engage their readers. The printable includes an introductory lesson, student directions, model writing samples, graphic organizers, differentiation tips, and an assessment rubric.

2.     Newspaper Article: Leveled Graphic Organizers

This lesson with  tiered graphic organizers  will help your cub reporters and front-page newshounds learn the basics of news writing. Students will write a news article that opens with a lead, includes who, what, when, where, and why, and presents details in the body of the story.

3.     Newspaper Jargon: Grade 4 Vocabulary

To be true news writers, students need to know the industry jargon. This  vocabulary packet  teaches students what words like  bleeds ,  dummy , and  stringer  commonly mean in newsrooms.

4.     The Daily News: Language Arts Bulletin Board

This  bulletin board  resource not only turns your classroom into a newsroom, it also helps students develop the speaking, listening, writing, and reading skills they need to run it effectively. 

5.     Plenty of Plastic: Grade 5 Opinion Writing Lesson

Every respected newspaper has a robust editorial section. This  writing lesson  helps create persuasive opinion writers by encouraging students to take a written stance for or against plastic bags.

Scholastic Teachables helps teachers like you build the next generation of journalists and newshounds. Even better, these teaching materials are ready to go, saving you time when you need it most during the school year. The printables are free to subscribers of Scholastic Teachables or are available for individual purchase.  Log in or subscribe today  for teaching tools to help your students write news articles that can make a difference in your classroom, school, and community!

Newspaper Report Writing

Report generator.

One of the essentials of becoming a journalist is writing a newspaper report. When writing the said report in the newspaper, it is essential that your report must be able to answer these following questions: who, what, when, where, why, and how. But aside from these questions, the most important one remains to be: so what? The question “so what” refers to the impact of the said news report and how it affects the general public in any way. For instance, Cable News Network (CNN) reports that North Korea and US representatives will meet in Finland.

So what will this meeting mean to the American citizens? What about to the North Koreans or even the South Koreans? Who are the participants going to be? Will the concept of peace talks between the two countries push through? Is it going to be successful? And if ever it does, does that mean that North Korea is planning to go for denuclearization? These are the kinds of questions that the journalist needs to ask for the curious public to know and find out as they read about it.

According to the book The Elements of Journalism written by Bill Kovach and Tom Rosenstiel in their book, they stated that the first two principles of journalism would be to the truth and to its citizens. You may or may not be taking up journalism or any of its related courses, but it is important for you to know how actual journalists gather the news. You may also see news article outline example .

Skillswise Football Newspaper Article Example

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How to Write a Newspaper Report

Figure out what to write about.

Normally, it would be the assignments editor or the desk editor that would give you the occasion or incident that you would need to write about. Other styles of journalism are better for things like profiles, advice articles, and opinion pieces. But there are times that they would not be around to hand you your assignment for the day. So what would you then? You may also see Interview Report Examples .

a. The first thing you can do is to ask around for story ideas, especially government officials and public relations representatives.

b. Take a copy of today’s newspaper and check for an interesting news article that piques your interest, or maybe you can scan the news to see what is already happening. This could lead to you finding other story ideas that are related.

c. Check for any updates in social media to find out about the local events that might be occurring soon.

d. Attend city council meetings to find out if there are any local issues happening in your area. For instance, you can sit in with the regional health department and listen to the seminars or any health advisories given by the doctors on a certain disease.

e. If you are assigned to cover as a court reporter, sit in on trials at the courthouse and see if anything interesting happens that you could report on.

Go to the scene

Journalists are not office people. Let’s get that straight. They do not get their news by sitting in the office, browsing through social media just waiting for it to happen. The journalist has to go out and get his or her hands dirty (figuratively, and not literally nor morally). Once you find out what you want to write about, conduct some field work. It might take minutes, or it might even take hours, but regardless, you still need to go out there. It will be difficult to write about something that you are not present at. You may also see How to Write a Report .

a. Write down everything you see and everything that takes place.

b. Record and take notes of any speeches that occur at events. Make sure to get the names, position and contact details of the speaker in case you might have further questions or clarifications that need answering.

Conduct interviews

Who your interview will depend on what you are reporting on. But take note that you cannot interview just anyone. For instance, if your report will be about the effects of marijuana in the body, interviewing just any doctor would not suffice. You would need to interview a specialist whose field and research lies on these illegal drugs. You would want to get a broad range of quotes for your report, so try to interview an array of people.

Good people to interview are event coordinators, lawyers, police, business owners, volunteers, participants, and witnesses. If you need to find people to schedule interviews with them, use the internet to find contact information or gather contact information about them in the field. You can also interview people directly at the scene, depending on your news report topic.

a. If the story is controversial or political, make sure to get multiple points of view from different sides of the issue. In journalism, only getting two sides is considered “armageddon”, meaning it only represents a good and evil side.

b. Prepare a sample list of questions. But do not always stick with them. Ask more questions should the need arise to make your report as comprehensive as possible, making your story newsworthy.

c. Think of an interview as a conversation. Do not be too casual, and do not be too demanding as well. It is important to speak to someone with authority. You may also see Report Outline Examples .

d. Record the interview. But as you record the interview, make sure that you take down notes as well in the interview and jot the specific time frame as to when the answer was given so that you would not have to listen to the whole interview for that specific comment.

e. Make sure to get the full names (spelled correctly) of anyone you interviewed. Try to get their contact details as well so that you can ask them for further questions or clarifications.

Transcribe the interviews and speeches

This would probably be the most tiring of step of them all, but you gotta do it anyway. Every word, every pause, every sentence. Take note of them all. So that it would be easier on your part to find all the necessary quotes required for the story. In case if a certain quote needs clarification, best contact the source so that he or she can verify that.

Do research on the subject

Research, research, research. If you do not know something and would like to find out about it, Google it. Almost everything can be found on the Internet now. One important thing about conducting research is that you can add additional information about that certain topic which can make your story more substantial and newsworthy. You may also see Recommendation Report Examples .

The Daily News Report Example

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The Elements of News

There are elements that need to be considered when one writes a news report. In the book “The Daily Miracle: An Introduction to Journalism”, Conley and Lamble (2006) present these eight updated elements of news as the basis in determining newsworthiness for news stories that are being published namely: impact, conflict, timeliness, proximity, prominence, currency, human interest and unusual.

1. Impact. According to the proponents, an impact is equivalent to newsworthiness. This value not only represents a story’s importance to society but also mirrors a greater significance of the decisions one makes in his or her life.

2 . Conflict. When one thinks about conflict stories, the first thing that would pop in mind would be issues surrounding murder, crimes of any scale, terrorist attacks, even political clashes and war between nations. Conflict-based stories usually entice interest to the general public. You may also see Progress Report writing .

3 . Timeliness. This is the quality that pertains to “being news”. Currency and timeliness are both similar news values since they relate to the significance of the ‘when’ element.

4 . Proximity. This value is particularly associated with the ‘where’ element of the story. Sometimes, proximity-based stories involving ethnic and cultural differences would result in gaps among the minorities and community at large. A national story can also be considered a local news story if the story is framed in a local context. You may also see Short Report 

5 . Prominence. This value most often associated with people who are highly recognizable locally, nationally and even internationally that the common public takes an interest in their solo lives as well. However, prominence is more associated with credibility than with position.

6 . Currency. Also known as the concept of “now”, currency not only relates to controversy, trends but also towards lifestyle and technology. But in determining news value through currency leaning on a more serious light, the media must be able to assess on whether the strength and relevance of the new conditions being added to the ongoing story incite intellectual discussion. You may also see Business Report .

7 . Human interest. One thing that comes to mind when human interest is mentioned is a feature or ‘soft’ stories in newspapers; though it can be said that all news stories possess a human interest to a certain degree. Human interest stories can range from humorous to tragic incidents to the basic necessities that are sometimes taken for granted like food clothes, and shelter, to rising social issues. It is these types of news that can sometimes ‘give a human face’ to the issue that can sometimes bring out the best of a person’s good heart and nature. You may also see Formal Report .

8 . Unusual. And finally, there is the news value of the unusual which from the word itself, dictates that the story is simply out of the ordinary; not to mention it conflicts with existing practices and contradicts current trends as well.

School Newspaper Report Writing Example

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The Basic News Structure

Writing the news takes practice and skill that requires you to gather the necessary information that the public needs to be aware of. Most, if not all journalists follow a specific format called the inverted pyramid wherein the most important information is written first all the way down to the least important information. Remember that in news writing, a sentence is equivalent to a paragraph, so it is important to only place one thought per sentence in order for the article not to become too wordy in one paragraph. The inverted pyramid consists of four parts:

1. Lead.  This opening paragraph is considered most essential part of a news report that can be written in one to two sentences or 27 words to be exact. A good lead manages to grab the audience’s interests and must answer the question: “So what?” The lead gives readers the most important information in a clear, concise and interesting manner. It also establishes the voice and direction of an article. You may also see  Performance Report Examples

2. Context or Contrast or Controversy or Conflict.  Context is defined as the parts of a discourse that surround a word (or in this case, an event). What parts do you think the audience already knows and what do you think is new they would need to know? Contrast presents the readers with opposites of the said issue.

3. Quote.  Quotes add substantial basis to the said issue at hand, and it is one way to prove that the reporter is not lying and that the source has really said it. Quotes are also written to give the people a voice that allows them to be heard by society.

4. Core.  The core is the final part of your news outline wherein all other supporting details that the journalist would want to include is going to be written there.

You may also see writing entertainment news outline to give you another idea on how the ‘soft’ news can be written. Writing the news is never easy. It is challenging and tough. There are days that the source will not answer your questions, or the story itself is bigger than it seems that you are not able to submit the story on time. It’s OK. Just remember to do what you can in your situation and be persistent!

Text prompt

• Instructive
• Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

Creating a Classroom Newspaper

• Resources & Preparation
• Instructional Plan
• Related Resources

Students will enjoy this creative, exciting, and stimulating lesson in writing as they create authentic newspaper stories. As they are transformed into reporters and editors, they will become effective users of ICT in order to publish their own classroom newspaper. Various aspects of newspapers are covered, including parts of a newspaper, writing an article, online newspapers, newspaper reading habits, and layout and design techniques.

Featured Resources

• Printing Press : In this online interactive tool, your students can choose the "newspaper" option to help them complete their newspaper section.
• Newspaper Story Format : Your students will find completing their newspaper article a snap by first filling out this useful handout that helps them identify each key element of an authentic newspaper article.

From Theory to Practice

• Encouraging children to read and write in ways that allow them to make sense of real language in real contexts is more likely to help them develop the skills necessary to become fluent readers and writers. Creation of a class newspaper provides such a real context, and thus makes an excellent choice as the basis for a project designed with this goal in mind.
• Use of the computer motivates students to learn and students' attitudes toward the newspaper genre are affected by active participation in the production of an authentic and original newspaper of their own.
• Abilities in formal writing are best developed with a "process approach" that goes through five distinct phases: prewriting, composing or drafting, revising, editing, and publishing. Using this approach helps students more fully understand the process of producing formal written documents, such as magazines and newspapers.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Materials and Technology

• Computer lab with Internet access
• Multimedia software
• Access to a library of images/graphics
• Scanner (optional)
• Digital camera (optional)
• Deadline! From News to Newspaper by Gail Gibbons (HarperCollins, 1987)
• The Furry News: How to Make a Newspaper by Loreen Leedy (Holiday House, 1993)
• Freddy and the Bean Home News by Walter R. Brooks (Puffin, 2002)
• Inverted Pyramid Format
• Newspaper Story Format
• Story Feedback Form
• Newspaper Writing Assessment
• Reporting Tips
• Reporter's Guide

Preparation

*Prerequisite skills: Familiarization with an appropriate multimedia software program

Student Objectives

Students will

• Identify the parts of a newspaper
• Identify the format of a news article
• Write a newspaper story
• Edit newspaper articles
• Use ICT equipment and software
• Layout and publish a classroom newspaper

Hold up a sample front page from a selected newspaper. Ask students what they notice about the format that is different from other texts they read (e.g., black and white ink, graphics, headline, column format). Divide the students into groups of three to four members. Explain to the students that they will explore a newspaper, paying attention to the layout and format. Instruct students to study the front page first and discuss what different parts they notice. Ask each group to report back to the whole class what members noticed was contained on the front page. Make a list of parts on the board. (e.g., title, headlines, pictures or graphics, captions, date, subtitles, table of contents/index, etc.). Students should notice similarities between different newspapers. Discuss with the class how newspapers use a standard format. In their groups, have students continue to explore copies of newspapers. What kinds of things do they notice? Students should begin to identify sections and features that are specific to newspapers. Have the groups again report to the whole class what types of items they noticed in their paper. Continue keeping the list of items on the board. (Additional items may include: editorials, cartoons, horoscope, local news, weddings, classifieds, advertising, etc.) Explain to the class that people read newspapers differently than other types of texts. Discuss how people read newspapers. Reading a newspaper matches people's interests in certain things. They scan headlines, subtitles, and images to see if the story interests them or not. Read some sample headlines from newspapers. Ask, "How many of you would be interested in reading this story?" For homework, have students ask their family members what newspapers they read regularly and what sections they read most often. Give an example of your own newspaper reading habits. (For example, "First I check the weather to help me decide what to wear to school. Then I go to the local news to see what is happening in my town. Finally, I scan the headlines to see what is happening in the world. If I have time, I start the crossword puzzle.")

Ask the students to report about their family's newspaper reading habits. Make a list of newspapers that are read and determine which are the most common. List the words who, what, where, when, and why on the board, overhead, or chart paper. Answer each of the five W questions using the popular rhyme "Jack & Jill." Example:

• Who? Jack and Jill
• What? Fell down and broke crown
• Where? On the hill
• When? Sometime in the past
• Why? Trying to fetch water

Read "Bad Fall Injures Children" article from page 4 of the Grandview Newspaper lesson plan . Students clarify their previous responses to the five W s according to the article. Explain how these five questions help to summarize a news story. Put students in groups of three to four members. Ask the students to choose another famous rhyme or fairy tale and answer the five W questions. Have each group read just the answers to their questions, and then have the class try to guess what fairy tale or rhyme it is. Explain that these five W s help with the organization of a news story and that they make up the most important details of the story. Demonstrate to the class the organization of a good news story using the Inverted Pyramid Format overhead. Use a sample newspaper story to illustrate an example of this format For homework, ask students to select a newspaper article that they are interested in reading and bring it to school the next day.

Give students time to read the newspaper article they brought from home. Hand out the Newspaper Story Format sheet. Students should then complete the sheet using details from their particular article and share the summary of their newspaper article. Ask the students to rewrite the newspaper article in their own words as if they were a reporter for their local newspaper. What changes would they make and why? Have the students share their stories with a classmate using the following questions to guide their discussion:

• Were changes made to the lead? Why?
• Were changes made to the five W s? Why?
• Were changes made to the details? Why?

As a class, discuss fact versus opinion. Explain that news articles do not include the reporter's opinion. Have students go back and see if the changes that were made to their articles were strictly factual. Refer to original articles as needed for examples of fact-based stories.

Read-aloud to the class from one or more of the suggested titles:

• Deadline! From News to Newspaper by Gail Gibbons
• The Furry News: How to Make a Newspaper by Loreen Leedy
• Freddy and the Bean Home News by Walter R. Brooks

Have students brainstorm the types of articles they would like to write and list them on the board. Look at the list and ask students if the articles could be grouped into categories or "newspaper sections." Use the Reporting Tips overhead to present how to make newspaper articles more interesting. Go over each point and clarify any questions that students may raise. Group students based on interests to form an "editorial staff" for each newspaper section. Have the groups meet to decide who will write which stories. Students can use the Reporter's Guide handout as a guideline. When they have finished, students can begin collecting facts for their stories.

Session 5 and 6

Take students to the computer lab and have them write their first draft. They should not worry about font, size, or columns at this point. Be sure that they save their work and print a hard copy of their article for editing. Students' stories should then be self-edited and edited by two other members of their editorial staff (using the Story Feedback Form ). Students should make necessary revisions to their stories based on the comments from the Story Feedback Form.

In the computer lab, have students access the Internet Public Library website and explore newspapers from around the world. They should pay particular attention to the design and layout elements. For example, some articles may include graphics (e.g., photos, charts, graphs). Discuss what patterns of layout design the students noticed. As a whole class, discuss newspaper layout, addressing the following points:

• Headline News: Top priority articles are near the front (1-2 pages). These are typically of high interest to your entire audience of readers (e.g., town news such as a new park or community center). Long front-page articles can be continued on an inside page to provide room for other headline news.
• Feature Articles: Stories about topics or events that are of interest to a certain group of readers (e.g., sports, animal stories, academic topics, interviews with school staff, book reviews). These are typically grouped into sections.
• Pictures or graphics: The image should always appear with the story. A caption can be included. The size usually depends on how much space is available in the layout.

Give students the opportunity to explore these layout items in newspapers in the classroom and online. Students should look at the Junior Seahawk Newsletter to get ideas for their own layout.

Session 8 and 9

In the computer lab, students should complete final story revisions. They may then begin the newspaper layout using appropriate software. The ReadWriteThink Printing Press includes an option for creating a newspaper. Each editorial staff works together to complete their newspaper section. Note: 8 ½ X 11 size pages are optimal. They can be printed and copied back to back on 11 X 17 paper that can be folded like a real newspaper. The completed paper must have an even number of pages for this format. Pictures can be drawn or pasted into the layout. Depending on the available resources, pictures can also be scanned or downloaded from a digital camera. Tell students to play around with fonts and columns. They should experiment and be creative! Once pages are completed, they should be printed. The editorial staff should do a final reading for errors. Pages are then submitted to the teacher for publishing.

Distribute the class newspaper to the students and allow them time to read it. When they have finished, hand out the Newspaper Writing Assessment sheet and ask them to fill it out.

Student Assessment / Reflections

Assess students' comments from the Newspaper Writing Assessment sheet.

• Calendar Activities
• Student Interactives
• Lesson Plans

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

Students analyze rhetorical strategies in online editorials, building knowledge of strategies and awareness of local and national issues. This lesson teaches students connections between subject, writer, and audience and how rhetorical strategies are used in everyday writing.

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How to Write a Newspaper Article

Last Updated: April 18, 2024 Fact Checked

This article was co-authored by Gerald Posner . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 329,053 times.

A newspaper article should provide an objective, factual account of an event, person, or place. Most newspaper articles are read quickly or skimmed by the reader, so the most important information should always appear first, followed by descriptive content that rounds out the story. By conducting research and following the correct organizational structure, you can create an informative newspaper article in no time.

Sample Articles

Conducting Interviews and Research

• Your sources should be experts in the field your article is focusing on, such as a certified professional, a professor, or an academic. You can use sources that have extensive experience or background in a field that relates to your article.
• Sources like a witness to an event can also be useful, especially if they have first-hand experience of the topic you are covering.

• You may need to conduct more than 1 interview with your sources, especially if they are a major source for the article. You can also send follow-up questions to your sources as needed.
• You will need to transcribe your interviews by typing them up to ensure you quote your sources correctly. Having transcriptions will also make fact checking your article and backing up your sources much easier.

• Make sure you cite the information properly in your article by noting the name or organization that provided the information. You should have credible sources to back up any claims or arguments made in the article.

• If you are writing the newspaper article for an editor, they may require you to provide a list of your sources for the article to show you have fact checked your work.

Structuring the Article

• For example, you may create a headline like, “Teen Girl Missing in Okotoks” or “Congress Stalls on Family Planning Bill.”
• In some cases, it may be easier to save the headline for last, after you have written the article, so you know what the focus of the article is and can sum it up clearly.

• For example, you may write a lead like, "An outbreak of flu in San Francisco has led to 3 elementary school closings this week, according to school officials." Or, "A missing girl originally from Okotoks was found Monday in an abandoned cabin in the Minnetonka area, according to local police."

• For example, you may write, “10-12 students have been diagnosed with the flu and health officials fear it could continue to spread if it is not contained.”

• For example, you may write, “The teen girl was reported missing on Friday afternoon by her mother after she did not come home from a study date at a friend’s house. She is the second girl to be reported missing in the past 2 weeks from the Okotoks area.”

• For example, you may write, “‘The girl is shaken, but does not appear to have any serious injuries,’ stated local Police Chief Wilborn.” Or you may write, “According to a statement by school officials, ‘The shutdown will prevent the flu from spreading further and ensure the safety of our students.’”
• Avoid using long quotes or more than 4 quotes in the article, as the reader may get confused or lost if there are too many quotations.

• For example, you may write, “The girl’s mother expressed relief for her daughter and concern about her community, noting, ‘I just hope no other girls go missing in this area.’”
• Or you may write, “Local health officials are urging parents to check the municipal health and wellness website, www.hw.org, for updates on when schools are able to reopen.”

Creating the Appropriate Voice and Tone

• For example, rather than write, “The missing girl’s mother thought it had to do with school,” you may write, “The missing girl’s mother thought bullying at school may have caused her daughter’s absences.”

• For example, rather than write, “A press conference will be held by local police tomorrow to address the missing girls and the public’s concerns,” you may write, “Local police will address the missing girls and the public’s concerns in a press conference tomorrow.”

• For example, if you're writing about two political candidates running against each other in an election, present both candidates in an equal light, rather than giving extra details about 1 candidate.
• If you're writing an op-ed piece, it's okay to mix some of your opinions with the facts.

Polishing the Article

• Reading the article aloud can also help you catch any spelling, grammar, or punctuation errors.

• For example, you may ask others questions like, “Were you able to understand what happened, based on the information in the article?” “Was the language clear and easy to follow?” “Was the article well supported with sources and quotes?”

• If you are writing the newspaper article for a class, make sure it falls within the prescribed word limit for the assignment.

Carve out a niche by gravitating towards underreported stories. "I personally tend to be drawn to stories that aren't paid much attention to, or stories that aren't on people's radar."

Expert Q&A

You Might Also Like

Expert Interview

Thanks for reading our article! If you'd like to learn more about writing as a career, check out our in-depth interview with Gerald Posner .

• ↑ https://guides.lib.vt.edu/researchmethods/interviews
• ↑ https://www.csus.edu/indiv/o/obriene/art116/readings/guide%20for%20conducting%20interviews.pdf
• ↑ https://www.pewresearch.org/internet/2013/01/22/part-4-what-people-want-from-their-libraries/
• ↑ https://settlement.org/ontario/daily-life/communication/ethnic-and-cultural-media/what-is-fake-news-and-how-to-stop-spreading-misinformation/
• ↑ https://www.viasport.ca/communications-toolkit/module-4-how-write-engaging-sports-article
• ↑ https://owl.purdue.edu/owl/subject_specific_writing/journalism_and_journalistic_writing/writing_leads.html
• ↑ https://owl.english.purdue.edu/owl/resource/735/05/
• ↑ https://www.lib.sfu.ca/about/branches-depts/slc/writing/sources/quoting
• ↑ https://lib.trinity.edu/in-text-citation-and-notes//
• ↑ https://www.csus.edu/campus-safety/police-department/_internal/_documents/rwm.pdf
• ↑ https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

About This Article

To write a newspaper article, gather all of your sources and verify any facts or sources you plan to use. Write an opening sentence that tells the readers the most essential details of the story. Write in third person, active voice, and maintain an authoritative tone throughout the article. Keep in mind the questions “Who,” “What,” “Where,” “When,” “Why,” and “How” when you’re writing your story, and try to answer as many of them as you can. When you’re finished writing the article, craft a short, engaging headline that tells readers what the article is about. To learn how reading your article out loud can help you proofread it, keep reading! Did this summary help you? Yes No

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Newspaper Report Writing Unit - Years 3 and 4

Subject: English

Age range: 7-11

Resource type: Unit of work

Last updated

14 April 2024

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A fifteen lesson writing unit, leading students towards writing their own newspaper article based on a fictional event: people have lost their shadows

This would make a great unit to be taught alongside a Science unit on light and shadows, or as a way to revisit Scientific knowledge.

The lessons beginning with exploring the text type, followed by sentence level work and ending with writing their newspaper report. The unit uses differentiated example text types throughout to support students understanding. Where appropriate, each lesson is differentiated and carefully planned to suit different students needs.

Lesson order:

• Hook lesson: introducing the newspaper story, people have lost their shadows. Students take part in a fun treasure hunt activity to piece together the story.
• Identifying and sorting features of a newspaper report, using differentiated example texts.
• Sorting facts and opinions, understanding their use in a newspaper report.
• Writing headlines.
• Writing captions, including using prepositions.
• Generating appropriate vocabulary for our newspaper report.
• Generating fronted adverbials to be used in our newspaper report.
• Understanding and using conjunctions, this fun activity involves students rolling a dice to see which conjunction makes sense in a sentence and which fits best.
• Writing in the past tense.
• Writing quotes, punctuating direct speech for quotes in a newspaper report. This lesson also includes a hot seating activity for the whole class to engage in.
• Writing the report: writing the introduction.
• Writing the report: writing the main body.
• Writing the report: writing the conclusion.
• Writing the report: editing.
• Writing the report: publishing.

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Iran has even more uranium a quick step from weapons-grade, U.N. says

Updated on: May 28, 2024 / 3:16 AM EDT / CBS/AP

Vienna — Iran has further increased its stockpile of uranium enriched to near weapons-grade levels , according to a confidential report on Monday by the United Nations' nuclear watchdog, the latest in Tehran's attempts to steadily exert pressure on the international community.

Iran is seeking to have economic sanctions imposed over the country's controversial nuclear program lifted in exchange for slowing the program down. The program - as all matters of state in Iran - are under the guidance of Iran's supreme leader, Ayatollah Ali Khamenei, and that likely won't change in the wake of last week's helicopter crash that killed Iran's president and foreign minister.

The report by the International Atomic Energy Agency also comes against the backdrop of heightened tensions in the wider Middle East over the ongoing Israel-Hamas war . Israel and Iran have carried out direct strikes on each other's territory for the first time last month.

The report, seen by several news agencies, said that as of May 11, Iran has 142.1 kilograms (313.2 pounds) of uranium enriched up to 60% - an increase of 20.6 kilograms (45.4 pounds) since the last report by the U.N. watchdog in February. Uranium enriched at 60% purity is just a short, technical step away from weapons-grade levels of 90%.

By IAEA's definition, around 42 kilograms (92.5 pounds) of uranium enriched to 60% is the amount at which creating one atomic weapon is theoretically possible - if the material is enriched further, to 90%.

Also as of May 11, the report says Iran's overall stockpile of enriched uranium stands at 6,201.3 kilograms (1,3671.5 pounds), which represents an increase of 675.8 kilograms (1,489.8 pounds) since the IAEA's previous report.

Iran has maintained its nuclear program is for peaceful purposes only, but the IAEA chief, Rafael Mariano Grossi, has previously warned that Tehran has enough uranium enriched to near-weapons-grade levels to make "several" nuclear bombs if it chose to do so. He has acknowledged the U.N. agency cannot guarantee that none of Iran's centrifuges may have been peeled away for clandestine enrichment.

Iran's continuing lack of transparency on its nuclear program

Tensions have grown between Iran and the IAEA since 2018, when then-President Donald Trump unilaterally withdrew the United States from Tehran's nuclear deal with world powers. Since then, Iran has abandoned all limits the deal put on its program and quickly stepped up enrichment.

Under the original nuclear deal, struck in 2015, Iran was allowed to enrich uranium only up to 3.67% purity, maintain a stockpile of about 300 kilograms and use only very basic IR-1 centrifuges - machines that spin uranium gas at high speed for enrichment purposes.

The 2015 deal saw Tehran agree to limit enrichment of uranium to levels necessary for generating nuclear power in exchange for the lifting of economic sanctions. At the time, U.N. inspectors were tasked with monitoring the program.

Monday's report also said Tehran hasn't reconsidered its September 2023 decision to bar IAEA inspectors from further monitoring its nuclear program and added that it expects Iran "to do so in the context of the ongoing consultations between the (IAEA) agency and Iran."

According to the report, Grossi "deeply regrets" Iran's decision to bar inspectors - and a reversal of that decision "remains essential to fully allow the agency to conduct its verification activities in Iran effectively."

The deaths of Iran's President Ebrahim Raisi and Foreign Minister Hossein Amirabdollahian have triggered a pause in the IAEA's talks with Tehran over improving cooperation, the report acknowledged.

Before the May 19 helicopter crash, Iran had agreed to hold technical negotiations with IAEA on May 20, following a visit by Grossi earlier in the month. But those meetings fell apart due to the crash. Iran then sent a letter on May 21 saying its nuclear team wants to continue discussions in Tehran "on an appropriate date that will be mutually agreed upon," the report said.

The report also said Iran still hasn't provided answers to the IAEA's years-long investigation about the origin and current location of manmade uranium particles found at two locations that Tehran has failed to declare as potential nuclear sites, Varamin and Turquzabad.

It said the IAEA's request needs to be resolved, or the the agency "will not be able to confirm the correctness an completeness of Iran's declarations" under a safeguards agreement between Tehran and the nuclear watchdog.

The report also said there was no progress so far in reinstalling more monitoring equipment, including cameras, removed in June 2022. Since then, the only recorded data is that of IAEA cameras installed at a centrifuge workshop in the city of Isfahan in May 2023 - although Iran hasn't provided the IAEA with access to this data.

The IAEA said that on May 21, IAEA inspectors, after a delay in April, "successfully serviced the cameras at the workshops in Isfahan and the data they had collected since late December 2023 were placed under separate Agency seals and Iranians seals at the locations."

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Resurfaced clip of Biden talking about trucking jobs in 2019 sparks backlash

A video of President Joe Biden discussing trucking jobs in an interview with the Des Moines Register in 2019 has resurfaced online, sparking backlash from social media users.

"Guess what? Every trucker out there with an eighth-grade education or high school education knows that they are likely not to have a job in the next three, four, five years," Biden is heard saying in the video.

The 10-second clip, posted to TikTok Monday by an account critical of the president, gained more than 5.8 million views in one day. It is missing some context.

Prep for the Polls: See who is running for president and compare where they stand on key issues in our Voter Guide

What is missing from the video?

In the more than one-hour video with the Des Moines Register editorial board, Biden discussed healthcare , unifying the country, and the economy . His comment about trucking jobs followed an anecdote about running into an old friend from Claymont, Delaware whose son is an independent truck driver.

Prep for the polls: See who is running for president and compare where they stand on key issues in our Voter Guide

Biden said he didn't think truckers were treated with respect before making the now-viral comment. He went on to say he would address the concern that trucking jobs are dwindling by providing alternatives.

"This is the hard part. You got to go and say but there are a lot of jobs out there. But you're gonna have to go back and be retrained. Imagine if you didn't like school to begin with, being told at 50 years old, you're gonna go back," Biden continued. "There are a lot of jobs out there. We're short on people with the training."

In the interview, Biden gave the specific example of the country's need for workers who understand how to construct photovoltaic machinery, which includes solar panels .

Sign up for Your Vote:  Text USA TODAY reporters and the elections team by  joining our SMS service.

What has Biden done for truckers while in office?

In 2021, the Biden-Harris administration announced its "Trucking Action Plan" to support the country's truckers.

The plan included FASTPORT , a federally funded national apprenticeship intermediary partner committed to working with trucking employers to establish Registered Apprenticeship programs. It also launched the Driving Good Jobs Initiative , a partnership between the Department of Transportation and the Department of Labor focused on listening sessions and advocacy for drivers and unions.

But those actions did not stop online users from criticizing Biden. One wrote, "You just lost my vote, Mr. President!" in a comment Monday on the original YouTube video of Biden's 2019 interview.

"This would make a great ad or billboard at all truck stops considering there are an estimated 3.5 million truck drivers in the US," reads a comment with more than 14,100 likes on TikTok.

Rachel Barber is a 2024 election fellow at USA TODAY, focusing on politics and education. Follow her on X, formerly Twitter, as @rachelbarber_

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Milestones: May 28, 2024

The following local students were named to the winter 2024 president’s list at Southern New Hampshire University: Ashwaq Ghaleb, Balaji Kadambi and Leigh Bunn , of Glen Allen; Richard Hurdle, Jennifer Limbrick, Jamie Ballinger, Michelle Lewis, Damien Bodo, Lena Wanner, Carlene Waller-Lee, Destiny Milton, Angelo Melino, Gregory Ferguson, Adam Vosburg and Naimah Mobarak , of Henrico; Tyler Simpson and Jimmy Smithers , of Highland Springs; and Gabrielle Holley , of Sandston. To qualify for the president’s list, students must earn a semester grade point average of 3.700 or higher.

The following local students were named to the winter 2024 dean’s list at Southern New Hampshire University: Tristan Morse , of Glen Allen; Sarah Dowd, Robert Webster, Chrishonda Ampey, Natasha Howard and Tiana Anderson , of Henrico; and Dquan Walker , of Highland Springs. To be eligible for the dean’s list, students must earn a grade point average of 3.500-3.699 for the semester.

Hannah Smith of Henrico was named to the spring 2024 dean’s list at the University of Wisconsin-Whitewater. To be eligible for the dean’s list, students must earn a semester grade point average of 3.4 or higher.

Noah Renfroe of Glen Allen was named to the spring 2024 dean’s list at Cedarville University in Ohio. To be eligible for the dean’s list, students must earn a semester grade point average of 3.75 or higher.

Tajier Washington of Henrico was named to the spring 2024 dean’s list at Greensboro College in North Carolina. To qualify for the dean’s list, students must earn a semester grade point average of 3.5 or higher.

Garrett Keogh of Henrico graduated May 11 from York College of Pennsylvania. Keogh earned a master of arts degree in Strategic Leadership and Management.

Saif Hossain of Glen Allen graduated May 18 from McDaniel College in Westminster, Md. Hossain earned a master’s degree in Data Analytics.

Phi Kappa Phi, a collegiate honor society for all academic disciplines, recently initiated Salpi Kevorkian of Henrico. Kevorkian is a student at Florida International University. Membership is by invitation only and requires nomination and approval by a chapter. Only the top 10 percent of seniors and 7.5 percent of juniors are eligible for membership.

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Woman stabbed after fight in Lansing

LANSING, Mich. (WILX) - One woman was stabbed, and another woman was arrested after a fight broke out at a Lansing apartment complex.

The incident happened at the Twin Oaks Meadows Apartment Complex on Burneway Drive on May 27.

The property manager told News 10 at the scene that a fight broke out between two women, causing one of them to sustain injuries and be taken to a hospital and the other being arrested at the scene.

It is unclear how the fight started and how severe the victim’s injuries may be.

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Jrue holiday’s late flourish propels celtics to 3-0 series lead over pacers.

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INDIANAPOLIS — Jrue Holiday didn’t feel well all day. He even missed the team’s morning shootaround.

When it mattered most, though, the Celtics guard looked just fine.

Holiday converted a three-point play with 38.9 seconds left to give Boston its first lead in nearly 36 minutes, followed that with the game-saving steal and then clinched the 114-111 victory at Indiana with two free throws Saturday night to give Celtics a commanding 3-0 lead in the Eastern Conference finals.

The Celtics overcame an 18-point deficit in the second half and can earn their second NBA Finals trip in three years with another win Monday at Indiana.

“I’m all right, had a fever, slept a lot. But I feel OK,” Holiday said. “I just made a play (at the end). He’s a great player, had a great game. I just made a play.”

Holiday finished with 14 points, five in the final 39 seconds, and had nine rebounds on a night that, at times, he appeared to be under the weather.

Afterward, though, he sounded like himself and felt well enough to balance his children on his lap.

As Holiday struggled to find his footing, Boston’s other players got the job done.

Jayson Tatum matched his playoff career high with 36 points and had 10 rebounds and eight assists.

Jaylen Brown added 24 points, and 37-year-old Al Horford had 23 points and was 7-of-12 on 3-pointers.

But it was Holiday’s late-game heroics that silenced Indiana’s raucous crowd and kept Boston a perfect 5-0 on the road in this season’s playoffs.

“I’m glad we got him, Jrue’s a hell of a competitor,” Tatum said. “Obviously, he’s won a championship. For him to come out here and put it all on the line for us and come up with a big play to win the game, we’ve got a hell of a team.”

The Pacers were already facing a formidable road back in this series — even before they learned All-NBA guard Tyrese Haliburton would not play in Game 3 because of a left hamstring injury. It’s not clear if he’ll be available for Game 4, either.

Still, the Pacers refused to break.

Andrew Nembhard led the Pacers with a career-high 32 points before Holiday stole the ball from him with 3.3 seconds remaining. T.J. McConnell finished with 23 points, nine rebounds and six assists, while Myles Turner and Pascal Siakam each had 22 points.

Turner also had 10 rebounds.

Indiana had a chance to force overtime but Aaron Nesmith’s 3-pointer was off the mark.

As well as the Pacers played, scoring 69 points in the first half, twice taking 18-point leads and still holding a 107-99 advantage with three minutes to go against the NBA’s top team, it was clear the Pacers missed having Haliburton on the court.

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“Courageous. Our guys played a great game,” coach Rick Carlisle said. “We came up a little short tonight, but we will be back Monday and we will be punching even harder.”

Still, a sellout crowd decked primarily in gold checkered flag shirts featuring dozens of individual stamps of Indiana’s state outline and filled with actors here for the Indianapolis 500 weekend celebration, helped energize the Pacers as they had through the first playoff home games, all wins.

But Holiday’s finishing flurry — a big layup, the go-ahead free throw, the defensive play of the game and two free throws to seal it with 1.1 left — quieted the crowd on a wild night.

Indiana built an 18-point lead midway through the second quarter and matched that margin again midway through the third.

The second time, Boston used a series of Indiana turnovers to spur a 13-4 spurt that got them within 90-81 after three.

The Celtics then opened the fourth on a 9-3 run that got them within 93-90 on Horford’s 3 with 8:29 to go.

Indiana answered by rebuilding a 107-99 cushion with 3:05 left, only to watch Boston go on a 13-2 run fueled by Holiday.

“We’ve met every challenge,” Tatum said. “We’re in great position right now, one win away from the finals. But we can’t look past Monday or anything like that and we have a special opportunity to go back to the finals.”

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Nikki Haley faces a murky path forward and a key decision on whether or not to endorse Trump

FILE - Republican presidential candidate former UN Ambassador Nikki Haley speaks at a campaign event in Forth Worth, Texas, March 4, 2024. Haley exceeded expectations by becoming the last Republican standing against Donald Trump in the Republican presidential nomination fight, and she still hasn’t fallen in line and endorsed her former rival. Some allies believe she may be forced to endorse Trump before the November election to avoid permanently alienating the GOP’s hardcore base. But if Haley submits to Trump, she also risks destroying her own coalition. (AP Photo/Tony Gutierrez, File)

FILE - Thalia Floras poses for a portrait in her home in Nashua, N.H., Jan. 21, 2024. Nikki Haley exceeded expectations by becoming the last Republican standing against Donald Trump in the Republican presidential nomination fight, and she still hasn’t fallen in line and endorsed her former rival. If Haley submits to Trump, she also risks destroying her own coalition. Floras, a lifelong Democrat before casting a ballot for Haley in her state’s January primary, warned, “Nikki Haley has a good place with me now. But if she goes with Trump, I’m done.” (AP Photo/Pablo Martinez Monsivais, File)

FILE - Former Georgia Lt. Gov. Geoff Duncan leaves the Fulton County Courthouse, Aug. 14, 2023, in Atlanta. Nikki Haley exceeded expectations by becoming the last Republican standing against Donald Trump in the Republican presidential nomination fight. She still hasn’t fallen in line and endorsed her former rival. Duncan, a Republican who had endorsed Haley, formally endorsed President Joe Biden earlier in the month. Duncan hopes Haley doesn’t ultimately endorse Trump as so many of Trump’s high-profile Republican critics have done. (AP Photo/Alex Slitz, File)

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COLUMBIA, S.C. (AP) — Nikki Haley is perhaps the highest-profile Republican in the nation who has refused to fall in line and endorse Donald Trump’s presidential bid .

It’s unclear how long that might last.

Some allies believe she may be forced to endorse him before the November election to avoid permanently alienating the Republican Party base. Some even suspect that Haley will re-emerge on Trump’s short list of vice presidential contenders in the coming months, despite Trump’s recent statement to the contrary.

But if Haley submits to Trump, as so many of his GOP critics have done, she also risks destroying her own coalition of independents, moderates and anti-Trump Republicans, who are still showing up to support her in low-profile primary contests from deep-red Indiana to deep-blue Maryland. On Tuesday, she gets another chance to demonstrate her sustained strength in Kentucky’s presidential primary contest , which comes more than two months after she suspended her campaign.

Haley’s decision on Trump in the coming months will be closely watched not just by her supporters, but by allies of Trump and President Joe Biden. What she decides to do — and whether her coalition follows — could have a profound impact on this year’s general election and her future as a top-tier Republican whose brand appeals to many people outside her party.

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“Nikki Haley could be the person that unites us,” said Thalia Floras, a 62-year-old retail manager from Nashua, New Hampshire, who was a lifelong Democrat before casting a ballot for Haley in her state’s January primary.

But Floras also has a warning: “Nikki Haley has a good place with me now. But if she goes with Trump, I’m done.”

Those close to Haley, a 52-year-old former governor and U.N. ambassador, say it’s unclear what she’ll do.

HALEY VOTERS UP FOR GRABS, BUT ONLY BIDEN TRYING

Haley and Trump haven’t spoken in months. That includes the period after she bowed out of the GOP primary campaign in early March , according to a person with direct knowledge of Haley’s private conversations who was not authorized to speak about them publicly.

And while some Republicans who supported Haley will certainly drift back to Trump organically, the Biden campaign is working to win over her supporters, whom they view as true swing voters.

Biden’s team is quietly organizing a Republicans for Biden group, which will eventually include dedicated staff and focus on the hundreds of thousands of Haley voters in each battleground state, according to people familiar with the plans but not authorized to discuss them publicly.

The Democratic president hasn’t kept his intentions a secret.

Biden issued a statement thanking Haley for her courage to challenge Trump just minutes after she bowed out of the primary race in March.

“Donald Trump made it clear he doesn’t want Nikki Haley’s supporters. I want to be clear: There is a place for them in my campaign,” Biden said at the time.

Trump, meanwhile, said in late January that Haley donors would be permanently banned from his “Make America Great Again” camp. While he has refrained from attacking her since she left the race, Trump hasn’t offered public statements of goodwill either as he has for other vanquished rivals like Florida Gov. Ron DeSantis.

As part of Biden’s sustained outreach to Haley’s coalition, his campaign released a digital ad late last month highlighting Trump’s often-personal attacks against Haley, including his primary nickname of her as “birdbrain” and suggestion that “she’s not presidential timber.”

Asked about Trump’s lack of outreach to Haley and her supporters, senior adviser Jason Miller avoided any mention of her and instead cast doubt on the strength of Biden’s coalition of Black Americans, Latinos and young voters.

“The reality is the Republican Party is united behind President Trump while the Democrat Party has shattered to pieces because of Joe Biden’s disastrous policies on issues like inflation and the border,” Miller said.

Few expect Haley to endorse the Democratic president outright. Such a decision would make it difficult, if not impossible, for her to win a future GOP presidential primary if she decides to run again.

Instead, Biden’s allies are hopeful that Haley, among other high-profile Republican Trump critics, may either stay silent or offer an endorsement focusing on the stakes of the election for democracy rather than direct praise for Biden.

If and when Biden’s team does secure high-profile Republican supporters, it’s likely to wait several more weeks to unveil them to help maximize their impact when voters are paying closing attention to the November election.

A PRO-BIDEN REPUBLICAN SPEAKS

Former Georgia Lt. Gov. Geoff Duncan, a Republican who had backed Haley in the GOP primary, formally endorsed Biden earlier in the month. In an interview, he said he made the decision before talking to Biden’s campaign, although Biden personally called to thank him after Duncan announced his decision.

Duncan didn’t rule out playing a prominent role in the Republicans for Biden group or even speaking at the Democratic National Convention this summer, just as former Ohio Gov. John Kasich did four years ago.

Duncan hopes Haley doesn’t ultimately endorse Trump as so many of Trump’s high-profile Republican critics have done.

“I feel like that would be a short-term sugar high to just gain favor inside the Republican Party,” Duncan said of a potential Haley endorsement of Trump. “She has the right to do what she wants to do. Obviously everybody’s playing the political calculus. But at some point, where do we draw the line?”

The list of high-profile Republicans willing to stand up to Trump in 2024 is extraordinarily small.

Even those who described Trump as a dangerous threat to democracy, like New Hampshire Gov. Chris Sununu, have ultimately endorsed him. Sununu, who was among Haley’s top national surrogates during the campaign, declined repeated requests to comment on her political future. And DeSantis, once Trump’s chief primary rival and another early 2028 prospect, now plans to raise money for Trump’s general election campaign.

HALEY STEPS BACK INTO PUBLIC SPOTLIGHT

Haley has only just begun to emerge from a period of post-campaign seclusion, where she took time to reconnect with family, especially her husband, a military serviceman who recently returned from a nearly yearlong tour overseas.

She plans to deliver a speech on foreign policy later this week — her first public address since ending her 2024 campaign — at the Hudson Institute, a Washington-based conservative think tank where she’s agreed to serve as the Walter P. Stern Chair.

And last week, Haley huddled with dozens of donors and allies behind closed doors in South Carolina, where she thanked her coalition, while largely ignoring Trump. She did not encourage attendees to support his campaign.

Simone Levinson, a Haley bundler who attended the private gathering, said there remains an appetite among Republicans for a next-generation figure who can communicate well and build consensus.

“There is a very strong indication that she has struck a chord that is still continuing to resonate with millions of Americans,” said Levinson, who is based in Florida.

HER COALITION SENDS A MESSAGE

Indeed, without any formal organization, advertising or even private encouragement, the Haley voters continue to show up in low-profile presidential primaries, which will run through the end of June even though Trump is the only candidate still in the running.

Haley earned more than 21% of the vote in Maryland’s presidential primary last week. That’s after hitting similar marks the week before in Indiana and Arizona just weeks after leaving the race.

“She’s articulate and intelligent, which are things that Trump isn’t,” said retired school psychologist Kathy Showen, an independent voter from Cross Lanes, West Virginia, who cast a primary ballot for Haley last week.

Meanwhile, in New Hampshire, Floras said she’ll begrudgingly vote for Biden this fall because she can’t stomach Trump. But she’s hopeful that Haley will run again in 2028.

Her feelings might change, however, if Haley gives in and endorses Trump before the fall election.

“It would really disappoint me if she doesn’t stand up to him,” Floras said. “That would do her in.”

Peoples reported from New York. Beaumont reported from Des Moines, Iowa. Associated Press writer John Raby in Charleston, West Virginia, contributed to this report.