Suggested lesson plan for
"Kids want Harry Potter series to continue"

Possible hard words:

Proper names: Tyler Magnuson, Rachel Bundstein, Loren Williams, Lord Voldemort, Paul Sathi, Nora Schoenle, Dalco Malfoy, Lucius Malfoy, Bellatrix Lestrange, Severus Snape, Order of the Phoenix, Rubeus Hagrid

Other words: saga, overwhelmingly, gleefully, majestic, brochure, progressively

BEFORE READING: To help a young reader anticipate the vocabulary in the article, have him or her read the list of possible hard words. Help out with pronunciations. Then ask the child to read the article aloud to you and be ready to answer some questions afterward.

DURING READING: Supply names and words as needed to keep the reading fluent.

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

Suggested lesson plan for
"First bike road race has stuff for kids"

Possible hard words:

Proper names: Tour de France, California, Georgia, Stacey Blumberg, Tour of Missouri Youth Activity Book, Clinton, Branson, Lebanon, Alps, Mike Weiss, Kevin Livingston, Lance Armstrong

Other words: elite, promoters, downloaded, lingo, venue

BEFORE READING: Ask the young reader to read the list of possible hard words. Offer help as needed, but keep track of the number of items from the list that require your help. If no more than three require assistance, ask the young reader to read the article silently. If four to six require your assistance, have him or her read the article aloud to you. If seven or more items are problems, you volunteer to read the article aloud. In all three instances, point out questions will be raised afterward.

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

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

Suggested lesson plan for
"Flying adventure a little too close for comfort"

Possible hard words:

Proper names: Damonte Johnson, Crestwood Middle School, Cahokia, Ill., Adam Pfaff, Ian Harding, John Ray Holiday, Lyndon Peoples, Brittany Woods Middle School, Jupiter

Other words: balsawood, ancient, curricular, parachute, frontier

BEFORE READING: Have the young reader read the list of possible hard words. Help with words where help is needed. Keep track, however, of how many words or names you have to help out with. If no more than three items require help, ask the child to read the article silently. If four to six require assistance, have the child read the article aloud. If seven or more items are problems, you volunteer to read the article aloud to the child. In all three instances, point out questions will be asked after the reading.

DURING READING: For the silent reader, offer to supply names and words only when asked for such help. For the one reading aloud, supply words fairly promptly in order to keep the reading fluent. If you read aloud, model smooth, fluent oral reading.

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

Suggested lesson plan for
"TREND chapter fights country's problem"

Possible hard words:

Proper names: Franklin County, Megan Herbst, Ms. Tina Brueggemann, Sean Wood, Natalie Randolph, Tori Tappe, Samantha Mihlfeld, Crider Center for Mental Health

Other words: motivation, interactive, curbing, icebreaker, veterinary

BEFORE READING: To get some idea as to how difficult the article might be for a given reader, have him or her read the list of possible hard words. Provide help where needed but keep track of how many items require your help. If no more than three items require help, have the young reader read the article silently. If four to six items are problems, have the young reader read the article aloud to you. If seven or more require your assistance, you offer to read the article aloud. In all three instances, point out that questions will be raised after the reading.

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

AFTER READING: Use questions to check understanding and to stimulate discussion of the article.