News
 
 

Readability: Above sixth

Possible hard words: Proper names: Ferguson-Florissant, Ritenour, Mehlville, Professor Tim O’Rourke, George W. Bush, Al Gore, Mel Carnahan, Bob Holden, Ashcroft, Talent

Other words: tabulators, comparisons, coordinates, guardians, majority, predominately, electronically, accompanies

BEFORE READING: Point out that because comparisons are being made, the reader has to attend closely to this article.  Suggest to the young reader that he or she read the article aloud to you.  Ask the young reader to go through the list of names and words first and tell him or her that you will help with words on the list or in the article later, if help is needed. Also explain that the article will be discussed after the reading

DURING READING: Try to keep the reading fluent by supplying words quickly where there is a problem with recognizing the words or names. 

AFTER READING: Compliment the young reader on his or her oral reading.  Use questions such as the following to stimulate a discussion of the article.

1. What do you think the writer was referring to when he pointed out that the kids’ voting went a lot smoother than the national presidential election?
2. What made the kids’ ballots better than the ones used by adults in the election?
3. What was the problem that occurred in the kids’ voting?  How was it solved?
4. Do you think going to all this trouble to let kids vote is worthwhile?  Why or why not?

Outdoors

Readability:  Sixth grade

Possible hard words: Proper names: Bobby Sutherland, Kingdom Kids Academy, Florissant, St. Louis Orienteering Club, Babler State Park, David Price, David Hashagen, Jason Williams, Kevin Gettemeyer, Mary Elizabeth Mingo, Ebony, Bryon, Al Bromley

Other words: competition, familiarize, destination, intermediate, compass, topographic, participants, kilometers, right-of-way

BEFORE READING: This is not a difficult article to understand, but there are a number of proper names and a few technical words.  Have the young reader read the list of possible hard words.  Offer help where needed.  If the reader has difficulty pronouncing no more than three of the words without help, encourage him or her to read the article silently and be ready to discuss it.  If the reader misses four to six words, suggest he or she read it aloud to you and you will be ready to help with any troublesome words.  If the reader misses seven or more of the words, offer to read the article aloud. 

DURING READING: For the child reading silently, offer to help on any words if asked to do so.  For the child reading orally, supply the correct words where it is clear the reader is having a problem.  Try to keep the reading as smooth and fluent as possible.  If you read it aloud, model smooth and expressive oral reading.

AFTER READING: Use questions such as the following to check for comprehension and/or stimulate discussion after reading.

1. Why is orienteering essential in wilderness areas of today, or why was it essential even in cities of the past?
2. Explain what “orient” means.  What kinds of features are used in orienteering?
3. Why was November a good time for Mary Elizabeth to go orienteering?
4. Is “orienteering” something you might enjoy doing?  Why or why not?

Books
 
 

Reading Jack Buck’s “That’s a Winner!” adds a whole new dimension to anybody’s knowledge about major league baseball and NFL football.  Any of us who have listened to St. Louis Cardinal games on radio over the years know who Jack Buck is.  Some of us may still remember that he was a major figure in both the television and radio broadcasting of NFL games as well.  “That’s a Winner” is his autobiography, written with the help of two sportswriters, Rob Rains and Bob Broeg. 

Jack Buck’s book was not written for children.  It is probably best appreciated by an older person who can recall with nostalgia much of what he writes about.  On the other hand, for young sports enthusiasts, especially if they express any interest in sports broadcasting, this is a book for them. 

The vocabulary and language of the book is not highly sophisticated. But for a young person who is not into celebrities of the past and is unfamiliar with the timelines for events over the past fifty years or so, this book would best be read and discussed with an adult who was reading the book simultaneously. 

A parent need not fear that there is anything untoward in the book.  Jack Buck keeps his language clean as well as the stories he tells. The message that comes through is to respect others and to steer away from saying anything bad about the people you work for and with.  Jack Buck shows great appreciation for the impact his parents had on his life and displays affection for his children and pride in their accomplishments. 

“That’s a Winner!” may provide a “hook” for that kid who thinks sports have nothing to do with history, politics, business, and, even, literacy. 
 
 

Over the past couple of years, Tiger Woods has become an international celebrity.  Even those who aren’t really into golf as a sport have developed an interest in it because of the uniqueness of Tiger Woods.  Matt Christopher tells Tiger’s story in a paperback for kids, called “On the Course with Tiger Woods.” 

The book tells about Tiger’s father, Earl, and the role he played in developing the talents of his young son who displayed an uncanny interest and skill in playing golf from infancy.  It also tells about Lee Elder, an early African American professional golfer, and the influence that his life provided for Tiger, as he grew older. 

In telling Tiger’s story, the book provides a primer on golf terminology, a brief history of golf, and a little bit about strategies in playing the game. There are black and white photographs included of different events in Tiger’s career.  Matt Christopher tells an interesting and readable story for kids, even for those who are unlikely ever to play golf.  They will emerge from a reading to become better-informed spectators of a sport that seems to be becoming increasingly more popular. 
 
 

The boxcar children books have been around for decades.  Gertrude Chandler Warner, the creator and first author of the series, has been dead since 1979. The books were so popular with children, however, that the publisher has commissioned other authors to continue to write new stories for the series, which now numbers over forty books.  The stories tend to appeal to good readers in third grade and to both normal and struggling readers in fourth and fifth grades.

“The Honeybee Mystery,” this year’s addition to the series, remains consistent with the formula underlying the 40 or so earlier books.  The four Alden family siblings, two boys and two girls, ranging in age from six to fourteen, are the main actors in the stories, providing a figure for readers of varying ages to identify with.  The kids model resourcefulness, respect for others, humor, and other positive qualities for young readers to imitate. As in many children’s books, the young characters show respect for adults but, often, display the ability to resolve problems that tend to stymie grown-ups.

“The Honeybee Mystery” provides for learning beyond just the entertainment value of the story.  There is learning related to the raising of bees, the harvesting of honey, and the damage resulting from the misuse of pesticides. There is an activity section at the end of the book that includes puzzles, word games, mazes, etc. 

Over the decades, the boxcar children, like Blondie and Dagwood in the funny papers, remain always the same age, but the environment in which the action occurs is updated.  As children read the newer additions to the series, they may like the characters and the plots enough to want to go back and read some or all of the older stories. 
 
 

Some kids like fantasy and they like to read several books that have familiar characters and plots. The Magic Tree House series is aimed at these kids. The premise in each of the stories is that a brother and sister from Frog Creek, Pennsylvania, have a tree house in the woods behind their home. The house just happens to be filled with books. The kids find out that the magic tree house belongs to Morgan le Fey, a librarian from King Arthur’s Camelot.  She travels through time and space collecting books.

All the kids have to do is touch a picture in one of the books, wish to be there, and they are magically transported to the time and location depicted.  Accept that premise and the possible adventures that develop are almost limitless.  Time travel has always appealed to adult imagination.  Why not to kids?

If your kids buy into the series, they’re plenty of spin off advantages.  First of all, the reading level of the books is on the low side for middle graders who might be having some difficulty becoming fluent readers.  Events of history are sugarcoated as they are presented in the stories. The books are well illustrated and short enough to not be threatening to reluctant readers.   For those parents who are working with their children in reading, the stories are quick to read as the parent prepares to do a guided reading lesson.  They also provide plenty of opportunity for broadening discussion and expanding vocabulary as part of the reading activity. 

Sports

Readability:  Above sixth 

Possible hard words: Proper names: Becky Cacioppo, Igor Lisovsky, Mallory Simmons, South Roxanna, Ill., Heather Cook, Twillman Accelerated Elementary School, Becky Kern-Ryan, Leta Redd

Other words: solos, precision, opportunities, oftentimes, routine

BEFORE READING: Have the young reader read the list of names and words from the list above. Help out with any words causing difficulty.  Then suggest that he or she read the article aloud and that you will help out with any words they don’t know.  Indicate that the article will be discussed after reading. 

DURING READING: Pronounce any words that cause the reader to hesitate.  Try to keep the reading fluent. 

AFTER READING: Use questions such as the following to check for understanding and stimulate a discussion of the article’s content.

1. What do you think is the difference between solo and precision team skating?
2. Which one of the girls seems to be most serious about a future in ice-skating?  Why do you think that?
3. What do you think she means when a skating coach says, “I’m sort of gentle when it comes to coaching”?
4. Is it just kids that take skating lessons?  How do you know from the article?
5. Have you ice-skated before?  Do you have any interest is taking lessons?  Why or why not?

Character

Readability: Above Sixth Grade

Possible hard words: Proper names: Chico Weber, Mullanphy ILS School, Andrea Hodges, Michael Bailey, Gateway Michael School, Arielle Weber, Kennard Classical Academy, Thelma Keshinover, Frank Moore, Jr., Yvonne Days, Barnes-Jewish Hospital, Snerdihc

Other words: competition, visualizes, overall, ceremony, mascot, honorable mention

BEFORE READING: Have the young reader read the names and words from the list above.  Provided help as needed.  Then suggest the reader read the article aloud to you.  Indicate that you will help with any words where needed.  Also point out that the article ends with a long list of children’s names and their schools.  Indicate that when that list is reached, you will read the names unless the reader really wants to do so. The article will be discussed after all reading is completed.

DURING READING: Be ready to pronounce any words that impair the young readers fluent reading of the article. 

AFTER READING: Use questions such as the following to stimulate a discussion of the article.

1. What award was presented to Chico Weber?  What had he done?
2. What were the two levels of competition in the contest?
3. What is the purpose behind the art competition?
4. What kind of colored picture would you be likely to draw if you entered the competition?
5. Do you think it is a good idea to have such competitions? Why or why not?

Readability:  Sixth grade

Possible hard words: Proper names: Dr. Sid Nau

Other words: miniature, interrupted, notoriously, cycles, hormones

BEFORE READING: Ask the reader if he or she knows what “jet lag” is.  Ask if he or she has had trouble sleeping at night before?  Use this brief discussion to set the stage for reading the article.  Ask the young reader to read the short list of words.  Help out where needed.  Then ask him or her to read the article aloud to you, offering to help with any unknown words.  Let the reader know that the article will be discussed after reading.

DURING READING: Help out with any unrecognized words and keep the reading as smooth and fluent as possible.

AFTER READING: Use questions such as the following to promote discussion.

1. What is “jet lag?” What is “miniature jet lag?”
2. What are some things that can interrupt regular sleep patterns?
3. Describe what an “internal clock” seems to be.
4. Tell how you might readjust your internal clock back to normal.
5. Have you had any of the sleep problems described in the article?  Describe.

Lifestyle
 
 

Readability:  Above Sixth

Possible hard words: Proper names: Hannah Winfield, Russ Anderson, Missouri Conservation Commission, Busch Wildlife Area, Francis Hunt 

Other words: 2-liter, dowels, evening grosbeck, goldfinch, dark-eyed junco, tufted titmouse, store-bought, alternate

BEFORE READING: Have the young reader predict what this article is likely to have in it based on the headline.  Ask him or her to read the names and words from the possible hard words list.  Offer any help if needed.  Ask the child whether he or she prefers to read the article silently or aloud to you while preparing to discuss it when finished.  Have the child read according to this stated preference.

DURING READING: Help with words when asked during silent reading or where difficulty is evident during oral reading.  In either event, try to promote smooth and fluent reading.

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

1. What is a good way to make your own backyard a good site for bird-watching?
2. Describe how to make a bird-feeder from a 2-liter soda bottle.  From a gallon milk jug
3. How are finches different in their feeding from most other birds?
4. What can you do to discourage squirrels and raccoons to stay off your bird-feeder?
5. How can you protect the birds from hawks and cats?
6. Describe any experience you have had with bird feeders, if any?

Games
 
 

Careers

Readability:  Sixth grade

Possible hard words: Proper names: Emily Buchmeier, Monica Glaser, Heimlich Maneuver, St. Dominic School, Casey Merryman, Debbie McCabe

Other words: certificate, neighborhood, maternal, responsibility, reputation, tantrums, invest

BEFORE READING: Have the young reader read the list of names and words above.  Provide help where needed.  If he or she has trouble with no more than three words, ask him or her to read the article silently.  If there are four to six words missed, ask the child to read the article aloud to you.  If seven or more words are missed, you offer to read the article aloud.  In all instances, tell the reader to be prepared to discuss the article afterward.

DURING READING: Tell the child reading silently to feel free to ask for help with any words.  For the child reading aloud, supply any words that seem to be causing a problem.  Try to keep the reading smooth and fluent.

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

1. Why is baby-sitting a popular way to earn money for young people in the pre-teens and early teen-age years. 
2. How does taking the class improve a baby-sitter’s earnings?
3. Why is it valuable to know how to give the Heimlich Maneuver?
4. Have you done any baby-sitting?  Do you plan to baby-sit in the future?  Why or why not?