March 2004     Vol.5 Issue 3

Suggested lesson plan for "A neat
place for kids: Cahokia Mounds"

Possible hard words: Proper names: Meriwether Lewis, Camp Dubois, Scott Mandrell, Dr. Mark Esarey, Dr. John Kelly, Washington University, Roxanna, Ill., Monks Mound, Woodhenge, Stonehenge, Dr. Warren Wittry
Other words: archaeological, pyramids, interpretative, gigantic, circumference, celestial, installations, reenactors

BEFORE READING: To ascertain how capably a young reader might read the article, have him or her read the list of possible hard words. Provide help as needed but keep track of the number of items needing your assistance. If no more than three call for help, ask the young reader to read the article silently. If four to six items need your assistance, ask the young reader to read the article aloud. If seven or more items need your help, you offer to read the article aloud. In all three instances, point out that questions will be raised over the article after the reading.

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

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

1. What did Meriwether Lewis have to do with Cahokia Mounds?
2. Why is Cahokia Mounds on the United Nation's list of significant archaeological sites?
3. Why is Stonehenge mentioned in the article about Cahokia Mounds?
4. Have you visited the Cahokia Mounds site yet? Would you like to? Why or why not?