Books

Stories and reviews written by Richard Burnett

Well, after all of the hullabaloo in the mass media, the fourth book in the Harry Potter series is finally out.  You surely know by now that its title is Harry Potter and the Goblet of Fire, by J. K. Rowling and published by Scholastic, 734 pages, and listing for $25.95 in hardback.  These books are the rage with eight to thirteen year-olds, whether they can really read them or not.  Peer pressure makes the weaker readers pretend that they can read or have read the books.  A little better readers plow through them, missing most of the allusions, but picking up on most of the plot.  It takes really good readers in this age range, to pick up on the word play, the allusions, and the humor imbedded in the story line. 

In many ways these books have done more to promote parental involvement in their kids’ reading than any thing that has been published in a long time.  Kids want to share this reading experience with a parent because they want adult help to insure that nothing is missed.  They also want a parent to enjoy it as much as they do.  The books’ author is very much in touch with how kids feel and with what they enjoy.  Of course, Harry Potter is a temporary phenomenon.  The young reading public is just as fickle about its reading tastes as it is about music and favorite celebrities. Wise parents seize the moment and try to move their kids towards becoming lifelong readers of books.  The Harry Potter books provide the opportunity.  As sales figures show, lots of adults are enjoying them, even without sharing them with children. 

One mother, in an interview, provided a blueprint for use of the books.  She said she encouraged her ten- year-old son to read a page and she would read a page.  Two younger siblings, five and seven years old, listened and took part in the discussions.  All enjoyed the experience and profited from it. Priceless! 

Some have criticized the books because they deal with the occult.  Personally, I think they miss the point.  The series deals with the ongoing struggle between good and evil. It is clear-cut which side is which.  The evil characters are not presented sympathetically.  There are adult mentors that are presented as nurturers and protectors of the young characters in the stories. Friendships and loyalty to family and friends are presented in a positive light. If only we could depend upon today’s movies and television to instill the values that are presented in the Harry Potter series. 

Shiloh, a story about a boy and his efforts to take an abused hunting dog away from a cruel owner, has been one of the most popular books for kids in recent years.  Shiloh Season is the second book in what the author planned as a trilogy. The 120 page paperback version by Phyllis Reynolds Naylor appeared in 1998, was published by Aladdin Paperbacks, a division of Simon and Schuster, and sells for $2.99.

Shiloh Season begins with Marty Preston’s already having turned the abused Shiloh into a trusting and loving family pet and companion.  The problem is that Judd Travers, the mean-spirited, beer-guzzling poacher who formerly owned the little hound dog, is still a close neighbor and poses a continuing source of concern to Marty, Marty’s family, and to Shiloh.  There are some gritty elements in the story.  The basic theme, however, is that persevering in trying to do the right thing can lead to surprisingly happy outcomes. 

The little book is easily readable for most kids in the middle grade range, tells a story that boys as well as girls can enjoy, and is short enough to not be overly threatening for a reader who may not want to make a long-range commitment to finishing a book.   Another plus is that the author won a Newbery Medal, an annual prize for the best writing for children, for the first book in the trilogy. 

Isabel, Jewel of Castilla in a number of ways stands out among the books in the intermediate section of the local bookstore.  Even though it has a colorful cover and is found among the dozens of paperback books on the shelves, it is a hardback book with gold leaf on its page edges.  At $10.95 it is two to three times as expensive as most of the small books published for children.  The heroine it deals with, the young Isabel who was to become the Queen of Spain, is a historical figure that most of us heard about in our schooling.  Although it is a fictional diary of the teen-age princess, it deals with actual historical events, including the Spanish Inquisition, and presents them in a way a young girl of the period might view them. 

In addition to the fictional diary entries running from February 1466 to October 1469, the book includes a family tree that shows Isabel’s connection with other European royalty, including Catherine, the first wife of Henry the Eighth of England. It also includes an Epilogue and Historical Notes that place the events of the book in a broader historical context.  A section that includes pictures of actual engravings, tomb sites, maps, and castles of the period adds to the book’s coverage of Isabel.  In effect, the accounts of the coming of age problems of a young girl are used to provide a motivating connection to a serious study of history. 

The author, Carolyn Meyer, has written more than forty books for middle grade and young adult readers.  This particular book would make a great gift for a serious-minded pre-teen or early teenager who is looking ahead to her higher education. 

Antarctica, Escape from Disaster is not a fun-and-feel-good book like the Harry Potter books.  It a book for a boy that is mature enough that he is ready for hard-to-take reality and not just fantasy.  There is no profanity or obscenity in the book, but there are some gut-wrenching scenes of what Antarctic explorers went through in the early days of exploration and the race to be first to the South Pole.  The book is fiction but it is based on the accounts of those explorers and adventurers who survived to tell about what it was like. 

The author, Peter Lerangis, is credited with movie adaptations including The Sixth Sense, El Dorado, and Sleepy Hollow. This guy can get your attention and hold it until he wants to let you go.  For that pre-teen or early teenager who thinks books are for sissies, this might help change his mind.  For only $4.50 it would be a good investment to leave it lying around the house for him to stumble over. 
 

Kids' Profiles

Readability:  about 6th

Possible hard words: Proper names: Britney Spears, Natalie DeLucia, Cinderella, Addie Loggins, Tatum O’Neal Other words: sensation, autographed, entourage, pageants, aspirations, secretive, venue, spontaneous

BEFORE READING: Of course, this article will work best with a Britney Spears fan.  A way to start is have the reader read the title and predict what the article is likely to be about.  To determine how well the reader is likely to be able to handle the article, encourage him or her to read the words from the possible hard word list.  If five or more words are missed, you offer to read the article aloud.  If three or four are missed, encourage the reader to read the article to you.  If two or fewer are missed, encourage the reader to read the article silently.  You offer to help out with any words when asked. 

DURING READING: If the reader is reading aloud, help with any unknown or mispronounced words.  In you are reading aloud, model fluent and expressive reading.  Tell the reader to be ready to discuss the article.

AFTER READING: Use questions such as the following to promote discussion and check for understanding.

1. Explain what really seems to be the basis of all the gossip surrounding Britney Spears and Prince William.
2. How did Natalie DeLucia become acquainted with Britney Spears?
3. What was Natalie’s performing background before going on tour?
4. What does Natalie mean by saying that her music is a “little edgier” than Britney’s type of music?
5. Would you like to be a musical soloist?  What kind of music would be your kind?

News

Readability:  About 6th

Possible hard words: Proper names: Maggie Brueggen, Marissa High School, Sue Giesicke, Archdiocese, coordinator, Mike Flachs, Matthew Schultz, Audubon Society, Keith Bennett  Other words: decomposition, deteriorated, collaboration, decompose, meteorology

BEFORE READING: Tell the young reader that this article is about kids and their science projects and that it has some technical words in it.  Ask him or her to read the words from the possible hard words list.  If the child misses four or fewer words, give him or her the choice of reading the article silently or reading it aloud to you.  Tell them either way you will help them with any words if they ask.  If the child misses five or more words, you offer to read the article aloud and discuss it afterward with him or her.

DURING READING: If the child is reading silently, simply supply words when asked.  If the child is reading aloud, supply words immediately when there is a pause or a mispronunciation of a word.  Always be willing to answer questions about the meaning of a word or a phrase, but keep answers short so that the flow of ideas is not significantly interrupted.

AFTER READING: Use questions similar to the following to guide discussion or to check on comprehension. 

1. What is meant by deterioration or by decomposition?  Why do you think it is important to know about these things?
2. How might decomposition in space differ from that on earth?  Do you think we really know? Why?
3. How does mapping come into play when doing these experiments?
4. How does this project help kids in making career choices?
5. Do you think you might be interested in a career in science or technology?  What, specifically?

Food

Readability:  about 6th

Possible hard words: Proper names: Jordan Herron, John Schroeder, Michelle Currie, Tabitha Hagood, Luke Dang, Keri Lanning  Other words: aluminum, cinnamon-flavored, elaborate, doughy

BEFORE READING: This seems to be a fairly easy and straightforward article.  Ask the young reader to read the title.  If he or she seems interested in doing so, ask him or her to read the article aloud to you.  If the child wants to read it silently, accept that, but indicate you would like to discuss it afterward.

DURING READING: Offer to help with any names or words that are difficult for the reader. Try to keep the reading smooth and fluent.  In the event the material is clearly too difficult, offer to finish reading it aloud, encouraging the child to be ready to talk about it when finished.

AFTER READING: Use questions similar to the following to promote discussion and check for comprehension of the article.

1. What are the three types of cooking that were taught to the kids and parents at Rockwood Conservation Area?
2. Describe how to make the cardboard oven.
3. Besides pizza, what other kinds of food are we told can be cooked in a cardboard oven?
4. Why do you think the use of charcoal might be better for beginning cooks than cooking over a campfire?
5. Describe making a campfire that makes use of charcoal as well as branches or kindling.
6. Why is it not a good idea to throw cold water on hot stones around the cooking fire?
7. Do you think you might try some of these outdoor cooking tips? Can you think of other ways to cook outdoors?

Lifestyle

Readability: about sixth

Possible hard words: Proper names: Lauren Gray, Andi Boyd, Angie Hasufratz  Other words: cessation, commitment

BEFORE READING: Ask the child to read the words from the list, offering help where needed.  Then ask the child to read the article aloud to you.

DURING READING: Be attentive while the child is reading, modeling good listening.  Help out with any words that seem to stump the reader. 

AFTER READING: Compliment the child on his or her reading.  Use questions such as the following to guide a discussion of the article.

1. How did a display of human organs get some kids to quit smoking?
2. Were you surprised to read that one middle grader had started smoking at seven years of age? Why?
3. What does quitting “cold turkey” mean?
4. Why does it appear more girls than boys smoke?
5. How does candy or chewing gum help the ex-smoker?

Your Health

Readability:  Above 6th

Possible hard words:  Proper names:  Octavia Bailey, Ferguson-Florissant Schools, Townsend Elementary School,  Hazelwood School District, Sharon Delarouche   Other words:  asthma, overprotective, preventative, nebulizer, medication,  vigorous

BEFORE READING:  Read and discuss the title, especially “triggers” and the concept of “managing asthma.” Go over the list of possible hard words.  If the child seems to be able to understand the concepts in the title and can read most of the words in the list, have him or her read the article aloud to you.  If the child appears confused by the concepts and has difficulty with the words, you offer to read the article aloud.  The child should listen carefully and be prepared to discuss the article.

DURING READING:  If the child is reading aloud, help with words where help appears to be needed.  Keep the reading as fluent as possible.  If you read the article aloud to the child, model fluent reading for him or her.  Be tuned into the child’s reaction and be prepared to offer to clarify any ideas that seem troublesome as you are reading.

AFTER READING:  Compliment the child on either his or her reading aloud or on his or her attentiveness while reading.  Use questions such as the following to check comprehension and/or promote discussion.

1. What special problem does Octavia have to confront when she is playing hard?
2. What are some of Octavia’s “triggers”?
3. How does Octavia use inhalers to help her?
4. What is the purpose of a “nebulizer?”
5. Who seems to have the greatest responsibility in keeping asthma under control?  Why do you say so?

Careers

Readability:  about 6th

Possible hard words: Proper names: Lakishe McPike, Brandon Byrd , Tiffany Atkinson, Reginald Jones, Elizabeth Bell, Carrie Dietz  Other words: unique, recruited, humorous, emphasis, chemistry, biology, geology, magnetism, paper mache, volcano

BEFORE READING: Use the title to get the young reader to predict what the article is likely to be about.  To assess the likelihood that the reader can read and understand the article, ask him or her read the words from the list, helping out where needed.  If the child misses two or fewer words, encourage him or her to read the article silently, preparing to discuss it when finished.  If the child misses three or more from the list, ask him or her to read it aloud to you.  You offer, of course, to supply any troublesome words as they read it aloud. 

AFTER READING: Use question such as the following to guide a discussion of the article.

1. How did the teen-age teacher help the little girl who was crying?
2. What were the purposes of the science project?
3. How was the experience helpful to the various interns?
4. Describe how the volcano experiment was done?  Have you seen this experiment done before?
5. Would you like the experience of being one of the teachers?  Why?

Games

Entertainment

Readability:  Above 6th

Possible hard words:  Proper names:  Loretto-Hilton Theater,  Elayne Bruner, Diane McCullough, Jessie James, Calvin Miller, Ashley Clemon, Allison Felter, Vernell Warlick, Phillip Hamer, Sam Fick, Tiffany Piel  Other words:  mythical, mermaid, accompaniment, percussion, audience, professional

BEFORE READING:   Because of the numerous proper names in this article, the adult might consider reading it aloud and then discussing it with the young reader. 

DURING READING:  Model fluent and expressive reading.  The learner should follow along, especially noting the proper names as they are read aloud. 

AFTER READING:  The learner could be asked to read the names under the pictures and describe what part these persons had in the article.  Another option would be to use questions such as the following to promote a discussion of the article.

1. What was different about this production of the opera when compared to the earlier production?
2. How does Vernell Warlick deal with performing before an audience?
3. How does Phillip Hamer deal with his nervousness?
4. What is a narrator?  What do you think “stage presence” is?
5. Have you ever performed on stage?   If so, describe the experience.

Opera Theatre of St. Louis has a full-time educational director helping to bring musical programming back into St. Louis area schools. 

Opera Theatre is the local professional organization that is promoting a national educational curriculum. Fifty public and private schools in metro St. Louis area taking part in the program, which is entitled Music! Word! Opera! 

In past years, many school systems have cutback on musical programming. However, there are a number of efforts to bring music for kids back into the schools as a part of a well-balanced educational program. 

Opera Theatre helps to training teachers in how to use the curriculum in the classrooms. 

Allison Felter, Opera Theatre’s director of education, said the local opera group also will provide assistance to “help get the creative process started” when the kids start to write their own operas. 

“We might have a story teller come into the class to explain the elements of a good story and explore story themes the kids have suggested,” she said. 

Later, “we might send in a composer to help set the words to music,” Felter said. 

However, the main focus is always on the students doing the work. If an opera is created, it should be the students’ work, Felter said. 

Anyone interested in learning more about the Opera Theatre’s educational program can contact Ms. Felter at (314) 961-0171. You can also go to Opera Theatre’s website at www.opera-stl.org. 

The website talks about all 12 educational programs available as well as giving history of Opera Theatre along with programming and ticket information. Also, the website has e-mail addresses for Opera Theatre.