September 2004     Vol.5 Issue 9

Suggested lesson plan for "Kids
seek high conservation rating?

Possible hard words: Proper names: Heather, Aaron and Travis Gemmell, Lisa, Missouri Conservationist, Pevely, Holocaust Museum, Mastodon
Other words: archery, survival, siblings, exception, salamander, watercress, mimosa, predators, swallowtail, pedestal

BEFORE READING: To determine how difficult or easy a young reader might find the article, have him or her read the list of possible hard words. Provide help as needed and keep track of the number of items calling for help. If no more than three items require assistance, ask the young reader to read the article silently. If four to six items require assistance, ask the young reader to read the article aloud to you. If seven or more items appear to cause problems, you offer to read the article aloud to the young reader. In all three instance, point out that questions will be asked after the reading.

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

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

1. What does it mean to say the Frontiers program combines learning and service projects?
2. How does their home contribute to the Gemmell kids interest in Missouri wildlife?
3. Why did it take three tries before the Gemmels had a successful butterfly garden?
4. Does the Missouri Conservation Frontiers program sound like something you would be interested in? Why or why not?