St. Louis' Webzine for Kids
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January 2008 Vol. 9 Issue 1

Lesson Plans

Joffrey Ballet
First Lego
First Books
Stock Market Game
McKissack 2
Tennis
Young Achiever

Books

All Lesson Plans


Regular Features

St. Louis History
Things To Do
Fun & Games
Answers


News Stories

Joffrey Ballet
First Lego
First Books
Stock Market Game
McKissack 2
Tennis
Young Achiever

Math Mania
Math Mania answers

Books

All News Stories

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Suggested lesson plan for
"Area kids dance in Joffrey Ballet's 'Nutcracker'"

Possible hard words:

Proper names: Joselyn Patterson, Radio Disney, Joffrey Ballet, Alexis Strauss, Glendale, Cinderella, Caston's Ballet Academie, Alexandra School of Ballet, Tchaikovsky

Other words: audition, rehearsals, polchenell, perennial, vintage, architecture

BEFORE READING: Have the young reader read the list of possible hard words. Provide help as needed, but keep track of how many items require your assistance. If no more than three are problems, ask him or her to read the article silently. If four to six items are problems, ask the young reader to read the article aloud to you. If seven or more items are problems, you offer to read the article aloud. In all three instances point out questions will be asked after the reading.

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

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

  1. Why were St. Louis kids so eager to dance in the "Nutcracker?"
  2. Why did there have to be two dance teams?
  3. What fact illustrates how popular "Nutcracker" is in St. Louis at Christmas time?
  4. What did the young dancers think was so special about New York?

Suggested lesson plan for
"West St. Louis county team heads for nationals"

Possible hard words:

Proper names: Missouri First State Lego League, Linsey Button, Selvidge Middle School, Vineeth Bhuvanagiri, Chris and Ryan Novatny, Ian Pittwood, Brian Roth, Sperreng Middle School, Lindbergh School District

Other words: acknowledge, allocation, audit, robotics, phases

BEFORE READING: Have the young reader read the list of possible hard words. Provide help as needed, but keep count of the number of items requiring help. If three or fewer require help, ask the young reader to read the article silently. If four to six items require help, ask him or her to read the article aloud to you. If seven are more are problems, you offer to read the article aloud. In all three instances point out that questions will be asked after the reading.

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

AFTER READING: Use questions to assess comprehension and to stimulate discussion of the article.

  1. What does winning at the state tournament now entitle the "Oddly Charged Particles" team to do?
  2. What additional task did the team have to do in the state tournament beyond competing with their robot?
  3. Why will the team have to recruit some new members next year?
  4. Would you like the opportunity to participate in a robotics competition? Why or why not?

Suggested lesson plan for
"Kids get free books at after-school program"

Possible hard words:

Proper names: Kristopher Wallace, Dignity House, Mitchell Elementary School, Caroline Mission, St. James Center, Cerrita Cunningham, Dontre Sutherland, Rosa Parks, Ms. Rhonda Ford, Deonte

Other words: burglar, involved, illustrations

BEFORE READING: To acquaint the young reader with the vocabulary and names in the article, have him or her read the list of possible hard words. Provide help as needed. Then ask the child to read the article aloud to you and be ready to discuss it afterward.

DURING READING: Help with any words or names that seem to be impairing reading fluency.

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

  1. What is one of the purposes behind the free book program?
  2. How does Dontre's library compare to those of Cerrita and Kristopher?
  3. Do you have a home library of your own? Describe it.

Suggested lesson plan for
"St. Gabriel's teams find unique approach"

Possible hard words:

Proper names: St. Gabriel's School, John McCann, Mitchell Knapp, Danny Hogan, Hixson Middle School, Ms. Linda Hohenbarger, Googled

Other words: diversified, headquartered, substantial, quirky

BEFORE READING: Have the young reader read the list of possible hard words in order to prepare for the reading. Then ask him or her to read the article aloud to you and be ready to discuss it afterward.

DURING READING: Provide any words fairly promptly that appear to be impairing oral reading fluency.

AFTER READING: Use questions to check understanding and promote discussion of the article. Examples follow..

  1. Describe the stock market contest.
  2. What is the Dow Jones 30 Industrial Average?
  3. What do you think it meant when the kids "dumped" a stock?
  4. Would you like to participate in the stock market game? Why or why not?

Suggested lesson plan for
"Kid's author critiques kids' writing"

Possible hard words:

Proper names: : Pat McKissack, Haley Estall, Independence Elementary School, Weldon Springs, Down's Syndrome, Kaitlyn Howard, Alexis Liker

Other words: constructive, transitions, established, biographies, intrigued, metamorphosis, dolphins

BEFORE READING: Have the young reader read the list of possible hard words. Provide help as needed but keep track of the number of items requiring help. If no more than three require help, ask the child to read the article silently. If four to six require help, ask the child to read the article aloud to you. If seven or more items require help, you volunteer to read the article aloud. In each of these cases point out question will be asked afterward.

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

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

  1. What do you think "constructive criticism" means?
  2. What were some suggestions that Ms. McKissack made regarding "transitions?"
  3. What made you think that even established writers engage in rewriting their stories?
  4. Do you like to write stories? Why or why not?

Suggested lesson plan for
"Gabriela Demose succeeds in tennis"

Possible hard words:

Proper names: Gabriele Demose, Lafayette High School, Drake University, Kirby Bridges, Omaha, Michele Kedzierski, Rachel Stuhlmann, Chris Mileski, Sports Enhancement Group of Chesterfield, Des Moines

Other words: collegiate, eligibility, conditioning, rehabilitation, downside

BEFORE READING: Have the young reader read the words from the possible hard words list. Provide help as needed but keep track of the number of items that require your assistance. If no more than three require your help, ask the child to read the article silently. If four to six items require your help, ask him or her to read the article aloud to you. If seven or more items are a problem, you offer to read the article aloud. In all three of these instances, point out questions will be asked after the reading.

DURING READING: For the child reading silently simply point out that you will help with any words if asked for specific help. For the one reading aloud, supply any words fairly promptly that appear to be impairing oral reading fluency. If you read aloud, model fluent oral reading.

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

  1. Why was Gabriela featured in a story in Young Saint Louis.com five years ago and then again this month?
  2. What was unusual about Gabriela's "underhanded" serve in some tournaments?
  3. Why had her family put off an operation for Gabriela?
  4. What is the downside of tennis being an individual rather than a team sport?

Suggested lesson plan for
"Farrell Roland in new school, town, and state"

Possible hard words:

Proper names: Gateway Young Achiever, Farrell Roland, St. Joan of Arc School, Mesa, Phoenix, Arizona, Rhodes Junior High School, Triart Camp, Rosemarie Guarino

Other words: microbiologist, liturgy, harmonica, triathlon, sequence, vaccines

BEFORE READING: To assess how difficult or easy this article might be for a young reader, have him or her read the list of possible hard words. Provide help if needed, but keep count of the number of items requiring your assistance. If no more than three items are problems, ask the young reader to read the article silently. If four to six are problems, ask him or her to read the article aloud to you. If seven or more are problems, you volunteer to read the article aloud. In each of these instances, point out questions will be raised after the reading.

DURING READING: For the child reading silently, offer to help with any proper names or words if asked for help. For the one reading aloud, supply any words fairly promptly that appear to be impairing reading fluency. If you read aloud, model fluent oral reading.

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

  1. 1. How does Farrell Roland's situation differ from most of this year's Young Achievers?
  2. What were the things Farrell accomplished while at St. Joan of Arc School?
  3. What are a couple of things that Farrell has come up against at his new school in Arizona?
  4. How did Farrell think that volunteering in a veterinary clinic might help him?

This Month's Book Reviews

A book that portrays the problems of a teenager
living in the "inner city"

Sharon G. Flake, author of "Begging for Change," had an earlier book titled "Money Hungry" that was named a Coretta Scott King Honor Book. The title "Begging for Change" refers to the behavior of the book's main character's father who is a drug addict living on the streets. Teenager Raspberry Hill, by circumstances, is forced to live in an inner city neighborhood with her mother. The mother is working hard to overcome the financial loss that makes it necessary to live in a dangerous neighborhood. Meanwhile, the mother is trying to instill in her daughter values that will keep her from slipping into the behaviors she sees in the neighborhood surrounding them.

Raspberry, like any daughter, wants a father that she can trust and depend on. She abhors her drug-addicted father's behavior and believes, in spite of evidence to the contrary, that she can help reform him. Above all, she doesn't want to fall into the bad behavior patterns that she sees in him. It's gritty material for a kids' book, but the author tries to bring it all to a happy ending.

A pirate book for kids that is unusual in several ways

"Ghost Ship," a novel by Dietlof Reiche, is different in several ways from most kids' books. First of all, it was written in German and published as a book for German kids before it was translated and made available to young American readers. Even though written for Germans, the setting was modern day New England. As is usual in kids' novels, two kids are setting out to unravel a mystery, mostly without any adult help. But the events they experience are highly unusual. A bay is left without water when the kids start to uncover certain truths about a ship's disappearance over two hundred years before. Then the wreckage of the ship appears at the bottom of the dried out bay. On board are the ghosts of the crew that had to have perished when the ship went down. These events make for good reading by kids whatever their language or nationality.

A book that informs about recent history
while amusing young readers

Richard Peck, author of "The Teacher's Funeral," is a Newbery Award-winning author of "A Year Down Yonder." His special talent is writing about early twentieth century rural and small town life in America, especially the Middle West. He manages to acquaint young readers with life as it might have been for their grandparents or great-grandparents, while infusing his stories with one humorous account after another. "The Teacher's Funeral" is one you might want to read yourself. Better yet, you might really enjoy reading it aloud to your own kids.

A girl leads the life she wants at a time
when women's choices were limited

"Riding Freedom" by Pam Munoz Ryan is a story that appeals to those girls who love horse stories, but also supports a message that girls can aspire to be whatever they want to be. It is a short book that tells a fictionalized account of a real historical person in a very direct manner. A reader is not apprised that the story is reality-based until an ending note from the author. Many young readers are not likely to be aware that citizens, if they were female, were denied the right to vote until relatively recently. The discussion of women's suffrage was not part of this horse story until the ending of the book, but it was a logically related ending to cap the heroine's accomplishments.

 

 

 

 

 

 


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