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Newspaper Archive of
N. Warren Town and County News
Norwalk, Iowa
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February 18, 2010     N. Warren Town and County News
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February 18, 2010
 

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Thursday, February 18, 2010 N/Warren Town and County News Page Nine NHS Wins Little Hawkeye Conference Bowling Title in Pella The Norwalk varsity boys' bowling team cap- tured their first Little Hawkeye Conference title at the conference tourna- ment in Pella, Saturday, Feb. 6. The varsity boys totaled 2,722, well ahead of Knoxville's 2,486 and Pella Christian's 2,422. Lincoln Henry led the Warriors with a two-game total of 406, which was good for second place overall. Jus- tin Lamb rolled a nice 394 and Matt Webb added a fine 380. Aaron Brunner, Alex Weikum and Kyle Brown bowled around their averages. Brown was the Norwalk leader in the baker games by going 10- for-10. Norwalk's high baker game was 223. The Norwalk Lady Warriors stayed the course and bowled their averages to gain a third place finish. Freshman Kayle Sheets led the Lady Warriors' charge with a team high two- game series of 264. Chelsea Frazer, Megan Green- wood, Taylor Shaul, Katie Leverman and Jessica Overturf bowled around their averages. Senior Shaul led the Lady War- riors in the baker games by going five-out-of-10. The sub-varsity A team rallied in the baker games, but came up short and placed second in their meet. Junior Casey Maher led the Warrior effort with a real nice two-game series of 357. Senior Erik Furry was 24 pins over his aver- age. Max Crum added to the score by being eight pins over his average. Kyle West and Stephen Young bowled around their aver- ages. Junior Young led the A team by being eight-out- of-10 in the baker games. The sub-varsity B team used a fine effort by team members to place fourth overall. Sophomore Spen- cer Hoyt led the B team with an outstanding two- game total of 312. He was 86 pins over his average. Tyler Johnston also pitched in by being 24 pins over his average. Colin Shaul, Christopher Nickel and Nick Adams bowled around their averages. Shaul led the B team War- riors by being five-out-of- 10 in the baker games. The Norwalk freshman team struggled with lane conditions but made a fine effort in their sixth place finish. Freshman Peter Davidson led the team by being 29 pins over his av- erage. Cody Torgerson, Ross Hraha and Brandon Mahlstedt bowled around their averages. Torgerson led the freshmen efforts by being three-out-of-10 in the baker games. Norwalk finished the regular season with the last (LHC) Little Hawkeye Conference tourney at Adel Saturday, Feb. 13, and then it is on to Knox- ville for the Regional tour- nament Saturda Feb. 20. SUBSCRIBE TODAY! Send $18 check or money order for a one year subscription to PO Box 325, Norwalk, IA 50211 clip and save Norwalk Schools Phone Directory Central OfficeAdministration High School (Grades 10-12) High School Activities Eastview 8/9 School Middle 6/7 School Lakewood Elementary (Grades 4-5) Oviatt Elementary (Grades PreK-3) Transportation Office (Bus Barn) Food Service/Nutrition Office Building & Grounds Office 981-0676 981-4201 981-4204 981-9655 981-0435 981-1850 981 - 1005 981-0016 981-9876 981-0917 SCHOOL AND SPORTS PAGES SPONSORED BY: *COMMUNITY STATE BANK 285-4900 *FOUR SEASONS AUTO WASH 981-4454 *DR. DONNA GRANT FAMILY DENTISTRY 256-9000 *HASKIN CHIROPRACTIC CLINIC 981-0556 *JJ DESIGNS CUSTOM embroidery/screen print - 953-6306 *EDWARD JONES INVESTMENTS Kevin Pearson - 285-1838 *MAID RITE SANDWICH SHOP 981-1031 *NORWALK INSURANCE SERVICES 981-0434 or 981-4293 *NORWALK LIONS CLUB 981-0432 *OPTOMETRIC ASSOCIATES 981-0224 *SCOTT'S FOODS 981-0606 *NEWTON STANDRIDGE STANDRIDGE GROUP 229-5310 *N/WARREN TOWN & COUNTY NEWS 981-0406 F OVIATT Continued from p. 1 you value. Talk with her about what you're reading. Set aside at least 15 minutes every day to read to each other. • Be relaxed and encouraging during reading time. Provide support, not criticism. • Visit the library often. Participate in library story times and reading clubs and make sure she has her own library card. • Always keep children's books, magazines and other reading materials close at hand so she can read anytime, anywhere. Show your child how reading helps you get information, answer questions and discover interesting things. Look things up together in an encyclopedia and check out some non-fiction children's books. In a national survey, students were asked which of the following types of literacy materials they had at home: Magazines, newspapers, encyclopedias and at least 25 books. Those who had more types of reading materials tended to be those who scored higher on reading proficiency tests. (National Assessment of Educational Progress 1992 and 1994 Reading Assessments.) Beyond books, are there other ways to boost my child's reading abilities? There certainly are! Here are just a few: • Go places, do things. The more experiences children have, the easier it is for them to read because of all the new ideas and vocabulary they are exposed to. • Get your children involved in everyday reading -- directions, grocery lists, reci- pes, labels, instruction manuals and even the billboards and signs along the road. • Read the newspaper and clip out articles or comic strips he'd enjoy. • Limit television. If he's interested in a certain kind of TV show, look for some children's books or magazines that are the same style-action, comedy or sports-ori- ented, for example. • Play games together that require reading and word skills, such as Monopoly, The Game of Life, or Scrabble: • Books on tape are fun, too. Pause the tape and talk about the story, the charac- ters, or what might happen next. • Encourage your child to be a writer. Keep paper and pencils available and show how proud you are of the stories he writes. Which approach should schools use - phonics or whole language? Rather than focusing on a single reading approach, most schools adopt a balanced reading program that combines both phonics and whole language. That's because both are valuable. Phonics is essential to beginning reading instruction. It teaches children how to figure out what a word must be by sounding it out and comparing it to other words. Whole language adds to phonics by getting children excited about what they're read- ing. It encourages students to rely on children's literature more than reading primers or worksheets and also to express themselves through creative writing. Both phonics and whole language have merit. That's why most teachers use a blend of the two. This combination is key because children learn in many ways. Regardless of the teach- ing methods they use, schools know their most crucial job is to help students de- velop a love of reading, as well as the necessary skills. How can I tell if my child is reading as well as she should for her age and grade If you're concerned or curious, the best person to ask is the teacher. You also might want to do a little monitoring on your own. Listen to her as she reads aloud. Note whether you think her skills have improved. Is she reading more smoothly, more quickly? Has she learned to read with expression? Can she answer questions about the book she's reading, or tell you, in her own words, about the story? Provide lots of praise as her reading skills progress. Should I continue to read to my child once he can read independently? Yes, for a lot of reasons. Most children's reading levels are very different from their listening levels. That means that they can understand books that they can't yet read. When you read challenging books to him, he gets to meet more interesting characters, learn more sophisticated words and soak up more complex ideas and story lines. Soon, he'll want to improve his reading enough so that he can read these better books on his own. There's another reason you should continue to read aloud. It's a wonderful way to spend true quality time with your child. And he'll love it. How can I tell if my child is having trouble with reading?_ Almost every child will run into some stumbling blocks as he or she learns to read. For one child in six, the difficulties are severe. Here are some red flags you should look for: • Does she refuse to read for pleasure? • Does she look for ways to avoid reading? *Is she easily distracted away from what she's reading? • Does she often lose her place while reading? • When she reads school-assigned materials aloud, does she make a lot of errors? • Does she have trouble sounding out new words? • Does she have trouble understanding the meaning of what's been read? I see some of these problems at home. What should I do? • Make sure the books aren't over his head: Ask his teacher or a librarian to sug- gest books at his reading level. Boost his confidence when he wants to read for plea- sure by encouraging him to choose some easier books. • Listen for trouble spots: As he reads aloud, note the words he is having trouble with. Later, help him review or re-learn the letter or word sound. • Work on everyday words: The more words he knows accurately and automati- cally, the easier it is for him to read, because he won't have to stop and figure out the same word over and over. • Reduce distractions: Find a comfortable, well-lit, quiet place for him to go when he's reading. Try to situate him away from the radio, TV, telephone or other distrac- tions. • Make him feel good about his progress: Is he so scared about failing that he won't even try? Be sure to work with him in a kind, loving way and don't become angry or overly critical when he makes mistakes. Other children my child's age read better. What's wrong? Just as some children learn to ride a bicycle earlier than others, some children are able to master reading earlier than others. To find out whether there's cause for con- cem, meet with his teacher. If everything's oka) relax, be supportive -- boost your Concluded p. 10 [ ?I': ( 1