St. Louis' Webzine for Kids
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September 2007 Vol. 8 Issue 9

Lesson Plans

Health Careers
Karate Kid
Tour of Missouri
 Safe Routes to School
Junior Achievement
Young Achievers

Books

All Lesson Plans

Regular Features

St. Louis History
Final Resting Place
Things To Do
Fun & Games
Answers

News Stories

Health Careers
Karate Kid
Tour of Missouir
Safe Routes to School
Junior Achievement
Young Achiever
Final Resting Place

Math Mania

Books

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Suggested lesson plan for
"Kids learn about health careers, even how to operate"

Possible hard words:

Proper names: Joel Dubinsky, Manchester, Haley Baer, Assumption Catholic School

Other words: radiology, scalpel, squishy, therapist, sterile, surgical, dissecting, internship

BEFORE READING: Have the young reader read the list of possible hard words. Provide help as needed. To vary the lesson plan pattern, simply ask the young reader to read the article aloud to you and be ready to discuss it afterward.

DURING READING: Supply any troublesome words fairly promptly in order to keep the oral reading fluent.

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

  1. What is the biggest employer in the St. Louis area?
  2. What was Joel's introduction to operating on someone?
  3. How do Joel and Haley's parents give them an advantage over other kids in looking at health care jobs?
  4. Are you interested in pursuing a heath care career? Why or why not?

Suggested lesson plan for
"Young girl seeks to repeat karate success"

Possible hard words:

Proper names: Danielle Nuckolls, Ascension Catholic School, Chesterfield Athletic Club, Chicago, Barry and Daryl Power, Japanese

Other words: karate, reluctant, fluke, kumite, kata, guitar, anticipate, opponent

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 your help, ask the young reader to read the article silently. If four to six items require help, have the young reader read the article aloud to you. If seven or more require help, you offer to read the article aloud. In all instances point out that questions will be raised afterward.

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

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

  1. Why did Danielle start taking karate lessons and how did she first feel about it?
  2. What did her trainers have to say about Danielle's performance at the tournament in Chicago?
  3. What other activities is Danielle involved in?
  4. Would you have any interest in karate training? Why or why not?

Suggested lesson plan for
"Fun rides and cycling activity booklet for kids"

Possible hard words:

Proper names: Augusta, Mo. Katy Trail, Jefferson City, Stacey Blomberg, Tour de France, Alfredo Contador, Levi Leipheimer, Lance Armstong, Michael Ward, Kevin Livingston, Penrose Park Velodrome

Other words: unique, trivia, elite, disbanding, supplementary

BEFORE READING: To help the young reader anticipate the vocabulary to be met in the article, have him or her read the words and proper names from the list. Help out as needed with pronunciations. Afterward ask the child to read the article aloud to you and be ready to answer questions about it.

DURING READING: Provide help fairly promptly with any troublesome words that appear to impair fluent oral reading.

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

  1. What kinds of things are included in the "Tour of Missouri Youth Activity Book?"
  2. What did Stacey Blomberg suggest that families might like to do before and during the Tour?
  3. What will the celebrity race be like at Branson, Missouri?
  4. Do you have any interest in participating one way or another in the Tour of Missouri bike race? Why or why not?

Suggested lesson plan for
"Seek to expand Safe Routes to School program"

Possible hard words:

Proper names: Trailnet's Safe Routes to School, Cindy Mense, Missouri Department of Transportation (MODOT), Mascoutah, O'Fallon, Edgar Road, Hudson, Webster Groves, Rockwood, Todd Messenger

Other words: endorsement, recruited, hilarity, fondue, embarrassment

BEFORE READING: Have the young reader read the list of possible hard words. Provide help where needed, but keep track of the number of items needing 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. If seven or more items are problems, you offer to read the article aloud to the child. In all three instances, point out that questions will be raised after the reading.

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

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

  1. What is Trailnet and how is it related to the Safe Routes to School program?
  2. Explain the "Four E's" of the Safe Routes to School program.
  3. What are some of expected advantages of the Safe Routes to School program?
  4. Would you be interested in promoting walking or bike riding to your school? Why or why not?

Suggested lesson plan for
"Girl wins national scholarship"

Possible hard words:

Proper names: : Rui Bao, Walt Disney Company Foundation, Yale University, Anheuser-Busch, Mandarin, Gen. Colin Powell, Minnesota, Massachusetts, California, Illinois, Philadelphia, Gothic

Other words: scholarship, tuition, prioritize, potpourri, interconnected, hectic, dormitory

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

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

AFTER READING: To check comprehension and promote discussion of the article use