Suggested lesson plan for
"Kid has own stock market account"

Possible hard words:

Proper names: Benjamin Stear, Hannah, Caleb, Faith, Edward Jones, Shih-Tzu, Gabi, Becky

Other words: financial, nanny, brokerage, multi-national, potential, expectations, trampoline

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 your help. If no more than three require assistance, ask him or her to read the article silently. If four to six 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. In all three instances, point out that questions will be raised afterward.

DURING READING: For the one reading silently, simply offer to help with names or words if asked. For the one reading aloud, supply troublesome 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 to stimulate discussion of the article.

Suggested lesson plan for
"Illinois girl set for two national athletic events"

Possible hard words:

Proper names: Brooke Feltmeyer, Disabled Athletic Sports Assn., Dynamites, Spokane, Wash., Brady Kedge, Tyler King, Wedgewood Elementary School, Renaud Spirit Center, Kelly Behlmann

Other words: arthrogryposis, substitute, intricate, nudge, muscular dystrophy, graphic, historian, videogame

BEFORE READING: To assess how easy or difficult an article might be for a young reader, have him or her 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 items require your assistance, have the young reader read the article silently. If four to six require help, have him or her 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 raised after the reading.

DURING READING: For the silent reader, simply offer to help with any names or words if asked. For the child reading aloud, supply troublesome words fairly promptly in order to maintain fluency. If you read aloud, model smooth, fluent oral reading.

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

Suggested lesson plan for
"Kids get fishing lessons, practice and gear"

Possible hard words:

Proper names: Caleb Williams, Fenton, MO., Suson Park, Bellefontaine Conservation Area, Denise Otto, Jennifer and Justin Chern, Ching, Taiwan, Meramec Springs, Gregory Tomlin, Busch Conservation Area

Other words: impatiently, hatchery, biologist, trout, palomar, technique, turbulence

BEFORE READING: Have the young reader read the list of possible hard words. Help with words where needed but keep track of the number of words requiring your assistance. If three or fewer items require help, ask the child to read the article silently. If four to six require help, have the child read the article aloud to you. If seven or more are problems, you volunteer 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 troublesome words 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
"Can ghosts help revive Old St. Charles?

Possible hard words:

Proper names: Hollenbeck Middle School, Dee Opatz, Katelyn Stoewsand, Blane Northrup, Kirsten Kochmann, Rebecca Harms

Other words: promotion, tourists, paranormal, brochure, relocation, duplex

BEFORE READING: Have the young reader read the list of possible hard words. Provide help with pronunciations where needed. Keep track of how many items require your help. If no more than three require help, ask the child to read the article silently. If four to six require your help, have the child 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 asked after the reading.

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

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

Suggested lesson plan for
"St. Louis Library's "gift" book has harsh tone"

Possible hard words:

Proper names:Jamie Adoff, Beaumont High School, Webster Middle School,