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Suggested lesson plan for
"Many family moves don't slow Sullivan girl"

Possible hard words:

Proper names: Claire Rembecki, St. Anthony's Catholic School, Sullivan, Dr. Roger Rembecki, El Paso, TX, Lebanon, MO, Duke University, St. Francis Borgia High School

Other words: impetus, indication, eventually, troupe, endorsed

BEFORE READING: Have the young reader read the list of possible hard words. Provide help as needed. If no more than three require help, ask the child to read the article silently. If four to six items require your help, have him or her read the article aloud to you. If seven or more 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 one reading silently simply offer to help out with any words if asked for help. For the one reading aloud supply any words which appear to be hindering oral reading fluency. If you read the article aloud, model oral reading fluency.

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

  1. What was the possible problem that Claire turned into an advantage?
  2. What is Claire's general approach when she moves into a new school setting?
  3. List as many things as you can remember that Claire has involved herself in or accomplished at St. Anthony's.
  4. What did Claire report she wanted to be when she grows up?

Suggested lesson plan for
"Kids offer plan to remodel county pet center"

Possible hard words:

Proper names: EKelci Davis, Cottleville, St. Charles Pet Adoption Agency, Saeger Middle School, Citizenship Education Clearing House (CECH), University of Missouri - St. Louis, Dr. Mary Eckert, Ann Bowler, Nathan Banks, Alberici Group, Josh Morrison, Chris Crank

Other words: remodeling, dimensions, facility, comprehensive, alderman

BEFORE READING: Have the young reader read the names and words from the list of possible hard words. Provide help as needed, but keep count of the number of items requiring your assistance. If no more than three items require help, ask the reader to read the article silently. If four to six items require help, ask the 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 afterward.

DURING READING: For the silent reader, offer to help out with any words if asked for help. For the oral reader, supply troublesome words fairly promptly in order to keep the reading fluent. If you read aloud, model fluent oral reading.

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

  1. What did the Saeger Middle School kids seek to accomplish?
  2. What motivated the kids to pick that particular project?
  3. What leads you to suspect the St. Charles planning officials weren't fully cooperative with the kids?
  4. What is your personal estimate of the plan produced by the kids?

Suggested lesson plan for
"Ten-year-old to run in half-marathon race"

Possible hard words:

Proper names: Keenan Peel, North Glendale Elementary School, Kirkwood, Illinois, Belleville, Shawnee National Forest, Lewis and Clark Half-marathon, St. Jude's Children's Hospital, Memphis, Flying Pig Marathon, Cincinnati, Ohio, Carson, Nev.

Other words: ambitious, relay, terrain, lacrosse, spaghetti, personalized

BEFORE READING: Have the young reader read the list of possible hard words. Help out where it is needed, but keep track of the number of items needing your assistance. If three or fewer require help, ask the child 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 or more items are problematic, 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 if asked. For the child reading aloud, provide troublesome names or 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 asses comprehension and stimulate discussion of the article.

  1. Why is the race Keenan is preparing for called the "River to River Relay Race"?
  2. How long is a half-marathon race?
  3. What injury problem does Keenan's mother have to look out for when she runs?
  4. Would you be interested in running in similar races? Why or why not?

Suggested lesson plan for
"Kids get law passed; what's next for them?"

Possible hard words:

Proper names: Missouri Legislature, Gov. Matt Blunt, Elise Kostial, Ellisville, Kjia Zuroweste, New Haven, Mercantile Library, Sedalia, Kevin English, Farmington, Nicholas Frost, Charlie Brennan, Pam Vacarro

Other words: identical, promotional, influential, vendors, chaos

BEFORE READING: Have the young reader read the list of possible hard words so that he or she can anticipate the vocabulary to be met in the article. Help out with words where needed. Then ask the reader to read the article aloud to you and be ready to discuss it afterward.

DURING READING: Promptly provide any names or words that are interfering with reading fluency.

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

  1. What has been accomplished so far in getting the ice cream law passed and what yet remains to be accomplished?
  2. What would the kids like to see installed in Forest Park?
  3. What is one benefit to the state that the kids see in promoting ice cream as the state dessert?
  4. What do you think of the kids' efforts to promote ice cream?

Suggested lesson plan for
"Belleville kid seeks Broadway role"

Possible hard words:

Proper names: Olivia Threlkeld, Lisa Willard, Broadway, Penny Marshall, Stages St. Louis, Marta von Trapp, Bielke, Todd Weeks, Touhill Performing Arts Center

Other words: urgency, eliminated, promotional, gymnastics

BEFORE READING: Have the young reader read the list of possible hard words. Provide help as needed, but keep count of how many item require your assistance. If three or fewer require help, ask the child to read the article silently. If four to six require help, have him or her read the article aloud to you. If seven or more require help, you offer to read the article aloud. In all three examples, point out that questions will be asked afterward.

DURING READING: For the silent reader simply offer to help with any 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 oral reading fluency.

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

  1. Why is there a sense of urgency in Olivia's auditioning for parts?
  2. What are the "dead years" and why are they so named?
  3. Why are "equity" roles better than non-equity ones?
  4. What is Olivia's "plan-B" and why do you think she needs one?

Suggested lesson plan for
"Kids class assignment wins big bucks"

Possible hard words:

Proper names: Devon Sample, Julie O'Brien, Megan Bohac, St. Stephan Protomartyr Catholic School, Steve and Christine Sample, Bruce and Victoria, Woerner Elementary School

Other words: unique, essay

BEFORE READING: Have the young reader read the list of possible hard words. Help with pronunciations where needed. Then ask him or her to read the article aloud to you and be prepared to discuss it afterward.

DURING READING: Supply any names or words that seem to be interfering with fluent oral reading.

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

  1. What was unique about how Devon wrote his essay on "Your Favorite Day of the Week"?
  2. How was the essay changed for the contest?
  3. Would you like to write essays and enter a contest? Why or why not?

Suggested lesson plan for
"Kids help to create disabled access trail"

Possible hard words:

Proper names: Forest 44 Conservation Area, Roots and Shoots Hands-on Action Team, Zoe Achilleus, Charlack, Jane Goodall, Orlando, FL, Jane Stoll, Ryenne and Noah Wich, Lauren Jester, Sarai and Caleb Starfeldt, Perryville

Other words: patrolled, obligation, accessible, spearheaded, primatologist, deteriorating, memorable

BEFORE READING: To assess how easy or how difficult a young reader may find this article, have him or her read the list of possible hard words. Help out with pronunciations of names and words but keep track of how many items require your help. If no more than three require help, have the young reader read the article silently. If four to six items require help, have him or her read the article aloud. If seven or more are problems, you offer to read the article aloud. In all three instances point out questions will be asked afterwards.

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

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

  1. What did the kids have to do to fulfill their obligation?
  2. Who is Jane Goodall and how is she connected to the St. Louis County kids?
  3. What kinds of things did the kids pick up along the trail?
  4. Do you think you would enjoy working with such a group? Why or why not?

This Month's Book Reviews

A novel that provides a kids' guide
to survival in the wilderness

"My Side of the Mountain" by Jean Craighead George was first published in 1959. The little novel has remained popular for almost 50 years and holds up well, even into the 21st century. It tells the story of a New York City boy who wants to prove that he can make it for a year surviving on his own in a wilderness section of the state, an area his ancestors had homesteaded decades earlier before abandoning it. The boy has prepared himself for the venture and has the blessing of his parents to carry it out. He knows and his parents know that, although he is in a wilderness area, he is close enough to "civilization" to abort the venture if it becomes too much for him. It's to their credit they let the boy make the attempt. It's to his credit that he makes it the full year, proving to himself and them that they both made good decisions.

Noted children's author writes trilogy
about Irish immigrants of 1840's

Patricia Reilly Giff, two-time recipient of the Newbery Honor, is the author of "Nory Ryan's Song." The novel begins the saga of the Ryan family which is continued in "Maggie's Door" and "Water Street." A young reader learns the background behind the Irish immigration to the United States that took place in the 1840's. A reader comes to understand the horror of the "potato famine" and the bitterness of the Irish toward absentee English landowners, who not only overlooked the plight of their Irish tenants but profiteered from it. Because so many Americans have Irish ancestry or certainly know those who do, the story is one children should know about.

Increasing crime in the neighborhood follows
as a family moves upscale

The Drummonds were a typical middleclass family with two working parents and four kids. They live in a modest house that is crowded and with only one bath. The mom and kids work at convincing the father that they need a new house in a "safer" neighborhood. When the mom reports that she is becoming fearful of the increasing crime, her husband agrees to move to a newer home, especially since the one they are looking at has three bathrooms and five bedrooms.

Just before making their move, the house across the street from them is burglarized. The burglars get away, but a license number from the thieves' old van is recorded. While the family is gradually moving their stuff over a few weeks to the new house, Kaci, one of the girls, has to leave school to pick up some asthma medicine from the new location. While alone and upstairs, she hears voices and realizes things are being removed from the house. Unable to get away undetected, she is taken hostage by the burglars. The rest of the story deals with how she and an elderly neighbor are able to escape from their captors and lead the police to apprehend the crooks, the same ones who had committed the earlier crime in the old neighborhood.

 

A Cuban immigrant boy strives to prove himself
as a Little League pitchert

The paperback "Heat" by Mike Lupica is a best selling sports novel for kids. It tells the story of a talented Little League pitcher who is being denied the chance to play because his age is being challenged by the coach of a rival team. There are a number of themes running through the book. One is the background story of the problems of illegal immigrants - especially children. Another is the willingness of many Americans to go above and beyond to be supportive of these kids. The celebrity power of a star professional athlete to reach across international borders is still another. Not to be overlooked is the fan appeal of the New York Yankees and the fun of just reading well-described baseball action.

 

 

 


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