Tuesday, October 6, 2015

Using NewsELA in Differentiated Reading Groups (FREE Resource)
















Mini-Lesson:
Show assigned NewsELA article to class (www.newsela.com).
(3-5 minutes)
Read headings, subheadings, captions, first sentence, last sentence before predicting the main idea.
(5-7 minutes)
Choose 5  key vocabulary from the NewsELA article and play Rivet. It looks similar to Hangman, but students guess words instead of letters. The teacher begins adding one letter at a time from left to right until a student guesses the right word. Be sure to pick words related to the article that students are able to guess that are not in the headings or captions. After students have correctly guessed the five words, have them predict how those words will be used in the article with a partner.
*If this is the first time teaching main idea this way or playing Rivet, you may want to teach one mini-lesson one day and one the next. It always takes longer the first time. :)

Reading Groups:
(5-10 minutes)
Reading groups meet in four corners. The "teacher" for the group will be the student with the most minutes on his/her home reading log. These students lead groups to read questions written on charts around the room and predict possible answers to three or four questions.

(15-20 minutes)
Students find a partner from their group to read the teacher-selected article on www.newsela.com that is closest to their reading Lexile. If you don't have computers, you can print the articles for the students. There are generally four or five reading level choices for each title. Once they find an answer to a question written on a chart, they stop reading and write it on a sticky note. They immediately post it on the appropriate chart. Then, students continue reading to answer as many questions as they can in the appointed time.

Possible questions:

  • What is the purpose of this text? Use information in the article to support your answer.
  • What are some questions you have after reading the article?
  • What is the main idea of the text? Use details to support your answer.
  • Create another title for the text. Use details to support your answer.
  • How does the text structure contribute to your understanding? Use details to support your answer.
  • How could someone reading the article use the information in this text? Use details to support your answer.
  • What other nonfiction text features could the author have added to help you better understand the information?
  • How does the author’s word choice help the reader create a visual image? Use details to support your answer.

Students work with their reading partner to answer as many questions as possible in 20 minutes.

Literature/Text Discussion Groups:
(10-15 minutes)
Students go back to the appropriate corner to meet with their reading groups to discuss the answers to the questions. The teacher monitors the groups and reads answers on the charts throughout the lesson -- clarifying as needed.

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