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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.
- Why
were
St.
Louis
kids
so
eager
to
dance
in
the
"Nutcracker?"
- Why
did
there
have
to
be
two
dance
teams?
- What
fact
illustrates
how
popular
"Nutcracker"
is
in
St.
Louis
at
Christmas
time?
- 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.
-
What
does
winning
at
the
state
tournament
now
entitle
the
"Oddly
Charged
Particles"
team
to
do?
- What
additional
task
did
the
team
have
to
do
in
the
state
tournament
beyond
competing
with
their
robot?
- Why
will
the
team
have
to
recruit
some
new
members
next
year?
-
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.
- What
is
one
of
the
purposes
behind
the
free
book
program?
- How
does
Dontre's
library
compare
to
those
of
Cerrita
and
Kristopher?
-
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..
-
Describe
the
stock
market
contest.
-
What
is
the
Dow
Jones
30
Industrial
Average?
-
What
do
you
think
it
meant
when
the
kids
"dumped"
a
stock?
-
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.
-
What
do
you
think
"constructive
criticism"
means?
- What
were
some
suggestions
that
Ms.
McKissack
made
regarding
"transitions?"
-
What
made
you
think
that
even
established
writers
engage
in
rewriting
their
stories?
- 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.
- Why
was
Gabriela
featured
in
a
story
in
Young
Saint
Louis.com
five
years
ago
and
then
again
this
month?
- What
was
unusual
about
Gabriela's
"underhanded"
serve
in
some
tournaments?
- Why
had
her
family
put
off
an
operation
for
Gabriela?
- 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.
How
does
Farrell
Roland's
situation
differ
from
most
of
this
year's
Young
Achievers?
- What
were
the
things
Farrell
accomplished
while
at
St.
Joan
of
Arc
School?
-
What
are
a
couple
of
things
that
Farrell
has
come
up
against
at
his
new
school
in
Arizona?
- 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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