Building background knowledge about a topic or theme that students will explore more fully when reading an upcoming novel helps students gain exposure to the topic or theme as well as engages them in the topic or theme. In this strategy, students select Newsela articles to read that are related to the content of a novel in order to complement their knowledge about the topic. Then, they share their new knowledge about the topic or the theme with their peers in small groups via either a Newsela Connector role during a Literature Circle or Book Club or using tech tools to convey their learning to the entire class.
In this strategy, students read an article on Newsela and determine the main idea of the article. The students then create multimedia products of their choice such as presentations, cartoons, or videos to teach the main idea of their article to others. This strategy provides students with several opportunities for choice in the text(s) they read and in the way they present the main idea of the text to the class. Teachers can modify this strategy so that students identify other elements of the text that they want to teach to their peers such as key learnings, interesting insights, etc., and share their learnings with their peers, either to the whole class, to a small group of peers, or via a digital gallery walk format.
In this strategy, students use Newsela articles located in the Newsela Library (Primary Sources section) to complement their understanding of an assigned topic or a topic of their choice. Students will be able to access the text at five reading levels. By default, articles are presented to students at their current Newsela reading level but can be adjusted accordingly. Students will be encouraged to explore primary sources at several reading levels to see if any new information is found as a result. Students will use the Newsela Annotations feature to analyze primary sources - especially doing a close reading of the original text.
Speed Dating is a discussion strategy that allows students to engage in several short discussions around a specific topic -- from a factual conversation about a text to a discussion in which students share evidence-backed opinions on a topic. In this strategy, students read and annotate articles to learn about content material and annotate the articles in order to identify important information about an assigned topic or a topic of their choice. They then engage in sustained and focused one-on-one conversations about the content they learned with a variety of partners by responding to teacher-developed prompts or questions.
The Jigsaw strategy allows all readers to become experts on a text in a Newsela Text Set and then teach and learn from others in cooperative groups. In this strategy, each student is assigned a different article to explore within the same Text Set. While they are reading, students use the Newsela Annotations feature to highlight important information that they would like to share with their classmates. After reading, students report on their learnings and findings to a small group of their classmates.
Texts come in many forms -- from written to visual -- and it is important for students to be able to comprehend and analyze all forms of texts. In this strategy, students focus on informational text features such as charts, graphs, maps, cartoons, or infographics to complement their understanding of an assigned article or a topic of their choice. Then students communicate and demonstrate their understanding using the Newsela Write Prompt feature.
In this strategy, students ask questions about and draw connections to a nonfiction text to complement their understanding of an assigned topic or a topic of their choice. Students use the Newsela Annotations feature and the Write Prompt to record what they notice and wonder about a nonfiction article as well as the connections made during the process of reading a text at multiple reading levels.
In this strategy, students read articles from teacher-selected Newsela Text Sets that outline a problem and possible solutions to that problem. Through reading these articles and engaging in more research to thoroughly understand the problem and potential solutions, students craft a clear problem statement and generate at least one potential solution to the problem. Additionally, students share the pros and cons of each potential solution that they propose.
In this strategy, students read a Newsela Text Set organized around a particular theme or themes that they have been studying in a shared class text such as a novel, short story, or poem. As they read, students write about how that theme emerges in the article or articles.
In this strategy, students use their metacognitive skills to critically think aloud as they read and annotate a Newsela article. Students then ask questions of the text and note points that confused them while reading. Together with a partner, students share their questions and points of confusion in order to better understand the text. Finally, they demonstrate their understanding of the text by completing a Write Prompt about the main idea of the text read.