Suggested lesson plan for
"Local gravestones tell of area's lively history"

Possible hard words:

Proper names: Kevin Amsler, River Des Peres, Auguste Chouteau, Calvary Cemetery, Bellefontaine, Adolphus Busch, Henry and Susan Blow, William Clark, Samuel Hawken, President Madison, Tom Dooley, Robert Hyland, John Mullanphy, Dred Scott, Tennessee Williams, Eisenhower, Harry Caray, Jack Buck, Bob Costas, Thomas Hart Benton, Charles Lucas

Other words: cemeteries, brigadier, humanitarian, philanthropist, cholera

BEFORE READING: Because of the nature of this article, it is heavy with proper names. Have the young reader read the list of names and words above. Help with pronunciation where help is needed. Afterwards, ask the young reader to read the article aloud to you. Note that the article will be discussed after the reading.

DURING READING: To keep the reading fluent, promptly provide any names or words that seem to be impairing reading fluency.

AFTER READING: Use questions such as the following to check comprehension and stimulate discussion.

Suggested lesson plan for
"Kids at "junior keeper" camp for wolves"

Possible hard words:

Proper names: George Krachenfels, Wolf Sanctuary, Wild Canid Center, Dr. Marlin Perkins, Shannon English, Noah Howerton, Tyson Research Center, Liz Steinacker, Notre Dame High School, Purina Mills, Rendezvous with the Wolves

Other words: conservationists, extinction, supplement, vicious, sanctuary, abandoned, camouflaged

BEFORE READING: Have the young reader read the list of names and words. Provide help as needed, but keep track of how many times help is provided. If no more than three items require your help, ask the young reader to read the article silently. If four to six items require help, have the child read the article aloud to you. If seven or more items are problems, you offer to read the article aloud. Note that questions will be raised in all three of the cases.

DURING READING: For the silent reader, offer to supply help if asked. For the one reading aloud, supply words fairly promptly in order to keep the reading fluent. If you read aloud, model fluent oral reading.

AFTER READING: Use questions such as the following to check comprehension and stimulate discussion of the article.

Suggested lesson plan for
"Aces ball kids meet tennis stars"

Possible hard words:

Proper names: Grace Alexander, Ty Merkle, Sacramento Capitols, Anna Kournikova, Andy Roddick, Roger Federer, Corley Ward, Derek Hamm, Jimmy Connors, Belleville, Ill., Zack Huels, Andre Agassi, Courtney Huels, Creve Coeur, John Paul Fruttero

Other words: opponent, autograph, refreshment, memorable, interrupted, conditioning, competitive

BEFORE READING: To help the young reader deal with the names and words in the article, have him or her read the list of possible hard words. Help with pronunciations as needed. Then ask the child to read the article aloud to you and be prepared to answer questions and discuss the article afterward.

DURING READING: Supply any names or words fairly quickly that appear to be impairing reading fluency.

AFTER READING: Use questions such as the following to check comprehension and stimulate discussion of the article.

Suggested lesson plan for
"A kids' program to learn about outdoors"

Suggested lesson plan for
"Local golfer in U.S. Kids world meet"

Possible hard words:

Proper names: Mitchell Rutledge, Whitfield School, Eagle Springs Golf Course, Pinehurst, Arnold Palmer, Shawn Henry, St. Albans, Fort Wayne, Ind., Quincy, Ill., Innsbrook, Ernie Els, Retief Goosen

Other words: fabulous, destination, estimates, consistent, demeanor, tempo, restaurants

BEFORE READING: Have the young reader read the names and words from the possible hard words list. Provide help where needed, but keep track of the number of times help is required. If no more than three of the items from the list require your help, ask him or her to read the article silently. If four to six items require assistance, ask the child to read the article aloud to you. If seven or more items are problems, you volunteer to read the article aloud. Point out questions will be asked after the reading in all three instances.

DURING READING: For the silent reader, simply point out that you will help with any names or words if asked for help. For the one reading aloud, supply any words fairly promptly that seem to be impairing reading fluency. If you read aloud, model smooth, fluent oral reading.

AFTER READING: Use questions such as the following to check comprehension and to stimulate discussion of the article.

Suggested lesson plan for
"Kid joins old-time model train club"

Possible hard words:

Proper names: Jake Pfeiffer, Webster Groves High School, Kenneth Rimmel, Tim Miller, Daniel Kiefel, Oak Brook Elementary