Reverse Reading 2.0

A while ago, a Nicola Prentis wrote about an interesting conversation activity called Reverse Reading. It enjoyed some popularity and even prompted her to write a short book of lesson-plans based on Reverse Reading. The idea is quite simple: turn a reading lesson into a conversation lesson by writing questions that use target vocabulary in the reading as well as asking questions about the concepts in the reading. This has a few benefits, first, according to Nicola, it avoids situations in which a text is used as a prompt for discussion but the class becomes more of a reading lesson than a conversation one. Instead of “tacking” on conversation questions, foreground them and then work backwards to language analysis and reading. Other benefits include exposure to new vocabulary, phrases, and grammatical forms. You could either pre-teach the vocabulary, making the Reverse Reading the second exposure (and the actually reading, if done, the third) or students could discuss vocabulary while discussing the questions. One other benefit is that these questions force students to consider their background knowledge (or lack thereof), a very important step in the learning process.

I really liked this idea and used it on several occasions with success. It is easy to design and serves as a great way to preview language and ideas. Recently, however, I have been using it a bit differently. For certain texts, I start with the Reverse Reading. I draft questions using target vocabulary, with all questions pertaining to ideas in the text. Students either preview the vocab before the conversation or while discussing the questions. They discuss the questions with the emphasis on their own ideas and opinions. They jot down brief answers as they discuss the questions. Then, students read the text and complete any other comprehension activities I may create. Finally, students use the Reverse Reading questions again, but this time, they must answer from the perspective of the text, referring to specific paragraphs or lines to support their answer.

I added this last step as I wanted students to pay more attention to details while also accepting, rejecting, or revising their previous ideas based on the information on the text. This second round of questions also requires them to use textual evidence, using phrases like “According to” or “___ states”, giving them practice in oral referencing, a very useful academic skill.

Here is an example based on the reading “The Workforce of the Twenty-First Century” from Making Connections 2. This was for a B1~2 reading course:

Reverse Reading Questions (target vocabulary in bold)

  1. What is the difference between a developed and a developing country?
  2. How is today’s workforce different from the workforce of the past?
  3. Do you think there is a greater demand for skilled or low-skilled workers? Why?
  4. What are some advantages of outsourcing?
  5. Why do some people criticize outsourcing?
  6. When manufacturing jobs disappear, who should be blamed?
  7. What is commonly manufactured by skilled workers?
  8. What do you think prevents people from working in another country?
  9. What attracts people to work in another country?
  10. Do you think foreign workers keep their salaries or send it back to their home country? Why?

For this particular example, the questions require a lot of information finding as opposed to critical thinking. However, you can certainly build that into the questions you make.

I have also used this idea in conjunction with jigsaw reading. First, students answer the questions together. Then, they read their respective articles. Then, they come back together and answer the questions based on the articles, teaching the main concepts of their article to their partner(s).

Here is an example based on readings of Jefferson’s Notes on Slavery from Newsela and Frederick Douglass’ speech “The Hypocrisy of American Slavery”, also on Newsela. This was for a pre-university listening and speaking class that focuses on US History.

Reading Questions (Question 1-4 refer to reading 1; 5-9 are for reading 2)

  1. Why do you think many whites had objections to including blacks in America after the slaves were free?
  2. Do you think the differences between races are due to differences of nature, differences of education, or something else?
  3. Do you think children learn through imitation (copying their parents and friends)? If so, what do you think slave-owners’ children learned from their parents?
  4. Do you think that sadness and suffering inspire poetry and songs? If so, what effect do you think this had on slave and African-American music?
  5. Why would an ex-slave find hypocrisy in being asked to celebrate the Fourth of July?
  6. What do you think is a better method to persuade someone: discussion or criticism? Why?
  7. Do you think slave-holders thought slavery was wrong? Why or why not?
  8. Do you think the laws recognized slaves as people, property, or animals?
  9. What different justifications do you think upheld slavery?

Students had already learned about slavery from other readings and lectures, so they had to draw on their new background knowledge to answer these questions for the first round of reverse reading, and that knowledge was reinforced while reading and especially during the second round.

I have not done this yet, but a third idea for reverse reading would be to use it with listening texts, with students referring to notes during the second round of questions.

In summary, drafting questions using target vocabulary, grammar, and ideas, and then using these questions before AND after a text helps build exposure to vocabulary, activates background knowledge, helps to assimilate new information with old information, requires close reading, referencing, and critical thinking. That seems like quite a powerful reading activity!

Adventures in Close Reading

I have written several times about close reading, and I have played with it in class here and there, but it hasn’t been until this most recent term that I have used it consistently and as a central part of a course. I am teaching reading to a small, low-level group of students and close reading was employed as a solution to some of their reading problems. Continue reading

Contemplating Content (Based Instruction)

This term will make the third time I have taught US history as a course theme for advanced students. I have always known the power of learning English though content (variously called content-based instruction [CBI] or content and language integrated learning [CLIL]) but it wasn’t until last week that I was fully convinced of its superiority as an approach.

Continue reading

Do coursebook writing tasks engender confirmation bias?

Bias is part of human nature. We all have biases, many of which are implicit. One particular form of this is confirmation bias, the “tendency to search for, interpret, favor, and recall information in a way that confirms one’s preexisting beliefs” (Wikipedia). In other words, it is having an opinion and accepting anything that supports it while rejecting anything that does not. Critical thinking is considered a kind of antithesis or antidote to this type of bias, which is why it and related concepts (i.e. evidence-based thinking) have become so popular lately, being a major part of the United States’ Common Core standards and a skill that is constantly being discussed in all circles of education, ELT included. Continue reading

Summaries, Responses, and Short Answers…oh my! – Using Student Samples in Writing Instruction

Last year at the 2016 SETESOL conference in Louisville, Kentucky, I attended a presentation on using student samples in summary writing instruction. The presentation was given by Dr. Cui Zhang, and it consisted of a literature review and her own action research. I was intrigued by the idea because, unlike peer review where effectiveness is hit or miss and the focus could be on anything from grammar to structure, analyzing student examples allows for the precise identification and evaluation of specific aspects of a writing. This type of analysis allows students to see various ways students were able to successfully or unsuccessfully achieve a specific goal, one which they also have attempted. I recently incorporated Zhang’s ideas with not only summary writing but also response writing and short-answer writing, and I saw immediate positive results in student revisions and subsequent writing. Therefore, I wanted to share these ideas with you.

What Does the Research Say?

  • Baba, 2009: Reading comprehension plays a large role in successful summary writing, while the role of lexical proficiency varies. However, “well-structured semantic network of words and the ability to productively use this network as well as the L2 writer’s metalinguistic knowledge” also has an influence.
  • Keck, 2006: L2 writers paraphrase less and copy more of a source text than L1 writers.
  • Demaree et al., 2008: Students feel that summary writing is useful, and it is better done when there is an authentic purpose (such as preparing for an exam). Students feel the only summary writing audience is themselves and it is not very helpful for others.
  • McDonough et al., 2014: Summary writing improves over time, but requires explicit instruction and may be a lengthy process. The authors looked at reference to the source (increase), verbatim copying (increase in frequency, decrease in length), a “phrase-level modifications” (no change). According to the authors: “the path toward eliminating textual misappropriation may be both indirect and lengthy.”
  • Becker, 2016: Students who develop or practice applying a rubric show greater increases in summary writing performance.

Zhang’s Action Research

The goal of Zhang’s research was to see if students could reliably judge summaries written by their peers and then use these judgments to improve their own summary writing. Zhang worked with 9 students in a university-level ESL course. After a text was read and summaries were written, Zhang collected the summaries and chose several for analysis. They analyzed the summaries without a rubric and discussed their judgments. They read a second article and then produced another summary.

Overall, Zhang found that students could all find the weaknesses or strengths in the summaries and their own summary writing did improve, though not to the point of perfection. She recommends that summary improvement will take time. She also recommends that using previous students’ writing rather than writings from the current students may reduce some reluctance to judge their peers.

My Experiences

Summaries – In my classes, I followed a similar procedure for this article. However, I used a modified checklist rubric to help students evaluate the summaries. I gave students a handout with 4 summaries collected from students. They were modified for clarity (grammar, spelling) and were chosen because they represented very poor, fair, and great summaries. Here is an example (note: the bullets on the right were actually check boxes):

Although sleepiness is a part of life, it seems difficult for schools to start school late. The students can change their schedule to get enough sleep. Whether someone likes it or not, adequate sleep is important for our lives, and it’s especially necessary for children. The more sleep, the healthier and happier life people will have. This summary…

  • …introduced the article and the author.
  • …contained the overall main idea in the second sentence.
  • …contained all the main ideas:
    • not enough sleep
    • they are busy, puberty,
    • school should start later
    • starting school later is difficult
  • …had no extra details.
  • …had no change of meaning
  • …was written in the student’s .own words.

From the four different examples, most students were able to identify the best summary and understand what it had that the others were lacking. After the group discussions, a class discussion of each summary entailed, each time highlighting the elements that were missing or included. This was an attempt to be explicit and reinforce what a good summary contained.

After this activity, students revised their summaries. About a week later, they also wrote new summaries, and for many I saw great improvement. In particular, there were more references to the original source text (According to [author], in [title],…) and less verbatim copying. However, there were still issues with including main ideas and excluding irrelevant details. This showed me that being able to identify what is important was something that needed to be focused on more in class.

Responses – A summary is a pretty straight forward genre that requires students to simply retell important details using new words. Responses, on the other hand, are more varied in terms of content. With only minor directions (“Give your evaluation of the article”) and no instruction, student responses to this article went from clear evaluation of the original text to complete departures and explorations of students’ own, often unrelated, opinions. I saw another chance for students to analyze student samples and improve their writing.

Since no students completed the assignment correctly, I collected 3 student samples and wrote a fourth. I then created another check list rubric that students could use to evaluate the articles. Students discussed the responses together and then we discussed them as a class. Here is an example from the handout:

I agree with the PRO statement that people should eat less meat. First, eating less meat is healthy for us. People will be less obese and avoid disease. Second, we should eat more fruit, vegetables and cereals. These plants need to use machines and they need to use the power. People should use more solar energy, wind energy and water energy to generate electricity. Finally, we should plant more trees because the trees can help reserve the water and prevent soil erosion.
  • The student refers to a claim in the article
  • The student states whether they agree or disagree with a claim from the article.
  • The student gives reasons why they agree or disagree.
  • These reasons show good evaluation of the claim.
  • The reasons focus on the claim and not unrelated ideas.

For this rubric, I was trying to direct students to the fact that a response to an article is not simply an opinion of the topic but an analysis of the ideas contained in the article. In other words, the focus should still be on the article, not only the student’s opinion. And even when the opinion is given, it must be clearly related to the ideas in the article. This seemed like the first time students encountered such an assignment and the evaluation clearly – hence me writing a fourth example. As with the summaries, student revisions and subsequent writings showed some improvement.

Short Answer – Seeing a pattern in students writing and their familiarity with writing assignments, I preempted difficulty with short answer writing assignments and gave students explicit and step-by-step instructions in both understanding the question and writing the answer. Working with this text on driverless cars, we first looked at the default writing prompt from Newsela:

Summarize the central idea of either the PRO or the CON article in a few lines. What claims made by the author of the chosen article are not supported by evidence? Give two-three examples from the text to better illustrate your point.

We analyzed this assignment by breaking it down into parts:

  1. In your own words, write the main idea of the PRO or CON article in a sentence or two
  2. Answer this question: What claims are weak because they lack evidence?
  3. Answer this question: What are two or three examples that show there is a lack of evidence.

Students seemed genuinely surprised that the question was very complex. Therefore, this question analysis proved to be very valuable. We then discussed how to answer this question in a paragraph and wrote a model answer together. For homework, I had students consider the driverless car article as well as this article about a horseless carriage. I then gave them the choice of answering ONE of these questions:

  1. What similarities exist between horseless carriages and driverless cars? Provide two or three examples from the text to help support your point.
  2. How do technological advances like new types of automobiles affect everyday life? Use one or two examples from each article to explain past or future changes.
  3. Do you think the author of this article would share similar opinions (or tones) as the PRO or CON author? Provide two or three examples from the text to help support your point. (no students answered this question).

I collected the student examples in the next class and redistributed them to students individually. I then gave each student the following rubric:

QUESTIONS/CRITERIA POINTS
Did they try to answer all parts of the question?
Only one part: 1 point | Both parts: 2 points
Did they provide evidence from both articles?
Only one article: 1 point | Both articles: 2 points
Did they do a good job answering the question?
Yes (3 pts) No (1 pt) Maybe (2 pts)
(please explain on the back of this paper)
Did they use phrases such as “according to” or “the author states”?
Yes (1 pts) No (0 pts)
Did they give extra details that were unnecessary?
Yes (-1 pt) No (1 pt)
Did they write a summary?
Yes (-2 pts) No (1 pt)
Did they give an opinion that was unrelated to the questions?
Yes (-2 pts) No (1 pt)
Was the answer easy to understand?
Yes (1 pts) No (0 pts)
TOTAL  __ / 12

Students had about 20 minutes to read and analyze the answer they were given. I assisted students with answering questions, and I prompted students to leave clear feedback on the back of the paper. As students worked, I made sure their analyses were accurate, and if I disagreed with a student, I asked them to provide justification for me. Sometimes I had to gently nudge students to fix their analysis because they had clearly misunderstood something. However, more times than not, students noticed something that I had overlooked.

After the 20 minutes, I collected the answers and the rubrics and redistributed them to the appropriate students. I then gave students the rest of class to revise their answers, if necessary, and ask me any questions to clarify or improve their writing. For most students, there was immediate improvement. On a subsequent reading test that involved a short-answer question, I saw more answers that fully answered all parts of the questions, something they had been previously lacking.

Overall Impressions

I found that getting students to analyze student samples was very effective at not only understanding what good writing should contain, but also at helping to clarify writing expectations, something that is often hard to communicate, especially with unfamiliar genres or complex assignments. For most of these assignments, I provided rubrics beforehand, but students often do not pay attention to them. However, even if students had focused on them, I believe that providing rubrics afterward, focusing greater applied attention on them, and then allowing students to revise their writing could have a great positive impact on their writing.

References

Baba, K. (2009). Aspects of lexical proficiency in writing summaries in a foreign language. Journal of Second Language Writing, 18(3), 191-208.

Becker, A. (2016). Student-generated scoring rubrics: Examining their formative value for improving ESL students’ writing performance. Assessing Writing, 29, 15-24.

Demaree, D., Allie, S., Low, M., & Taylor, J. (2008, October). Quantitative and qualitative analysis of student textbook summary writing. In C. Henderson, M. Sabella, & L. Hsu (Eds.), AIP Conference Proceedings (Vol. 1064, No. 1, pp. 107-110). AIP.

Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing, 15(4), 261-278.

McDonough, K., Crawford, W. J., & De Vleeschauwer, J. (2014). Summary writing in a Thai EFL university context. Journal of second language writing, 24, 20-32.

Navigating Newsela: Eight Weeks of Reading Instruction with Newsela.com

I was lucky enough to get a PRO subscription to Newsela and the chance to pilot using it as a main text source in an intermediate reading course this term. This blog post will detail my (and my students) experiences using Newsela for 8 weeks, its advantages and disadvantages, and how it could be used in your own classes.

What is Newsela?

Newsela is a visually appealing, daily news website that offers readings on current events, current issues, primary sources, historical articles, and a plethora of other categories (e.g. science, art, government, etc.). You can find historical texts in the Time Machine, speeches, biographies, important historical documents (in Primary Sources), and even Greek myths. There is enough content to fit almost any course.

Each article is offered at 5 levels, from the original level (Max) to levels as low and 4th or 5th grade. Articles are adapted in terms of vocabulary and sentence structure while keeping the essential ideas from the original. Each article also has a 4-question quiz and a writing prompt. Readers can also use highlighter/annotation tools. Newsela is useful for both extensive or intensive reading.

What is Newsela PRO?

With PRO, you have the ability to make classes, assign articles, collect students’ quiz scores, grade writing prompts, and access analytics about students’ reading behaviors. While you cannot customize the quiz, you can customize the writing prompt. You can provide annotations to students (with the ability for students to reply) and see student highlights. You also have access to PRO teacher resources, which give ideas on how to use articles in class, including activities, companion texts, etc. This includes access to suggested annotations for many articles. Finally, you can also create “Text Sets” – groups of Newsela articles. You cannot assign a set, but you can use the set to organize related readings or give students independent reading choices (note: you do have access to students’ independent reading through the PRO dashboard).

Information about an assignment in Newsela PRO

How Did I Use Newsela?

Our class had a main coursebook (21st Century Reading, level 3) and Newsela was used as an equal companion (as opposed to a subordinate supplement) to this text. Based on the articles in the coursebook, I found related articles on Newsela and assigned them as required reading and typically included discussion and activities using the articles in class. I required students to complete a quiz for each article, though this was not for a course grade but rather to test the analytics ability of Newsela PRO. I sometimes added writing prompts, but more often I gave separate writing assignments via Google Classroom. These typically required more work, space, formatting or steps than the simple Newsela writing prompt box would allow students.

What Activities Did I Do?

  • Martin Luther King, jr.
    • MLK’s birthday occurred during the beginning of our term, so I used that opportunity to introduce both Newsela and MLK via his “I Have a Dream Speech”. Students read the article in class (in the lab) and then answered discussion questions. Then, we had a whole-class discussion about race and MLK’s influence. I originally planned to extend the lesson by having students read this set and come to class prepared to discuss whether MLK’s “dream” has been realized or not. Unfortunately, time constraints forced me to skip this extension.
  • Sleep
    • Sleep was the topic of the first unit of the book, so I thought I could use Newsela to build up students topical knowledge by reading a number of sleep-related articles. Some of the instruction included identifying evidence in a text, referencing evidence, and how to write a summary.
  •  Immigrants
    • Donald Trump’s travel ban made news during this term. Students had expressed interest in discussing this topic. Instead of just giving students articles on the travel ban, I first had students gather some background on the history of immigration to the United States. Students read this article to prepare them for the discussion. In addition, students practiced their ability to understand numbers by highlighting (and writing down on a worksheet) interesting statistics and the years in which they occurred. In class the next day, we discussed the numbers and the history of immigration. Students then completed a jigsaw reading activity based on an article related to the travel ban and an article related to the wall. After discussing the articles in groups, students worked together to answer one question: Do trumps activities support the value of the United States? They had to use the immigration background article to ascertain America’s values and then compare those against Trump’s actions, making a great discussion and a great comparison activity.
  • Economics
    • The second unit that we used in the book was about economics. The article in the book begun with an interesting quote by Robert Kennedy:
      • “Yet the gross national product does not allow for the health of our children, the quality of their education or the joy of their play.  It does not include the beauty of our poetry or the strength of our marriages, the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage, neither our wisdom nor our learning, neither our compassion nor our devotion to our country, it measures everything in short, except that which makes life worthwhile.”
    • The focus of this unit was to understand how a nation is measured and to introduce happiness as one metric of measurement. Before reading this article, I wanted students to have a good understanding of GDP, so students read a background article, which we used to introduce the topic in class. The coursebook article was based on a TED Talk by Nic Marks and the Happiness Planet Index. Most of the week’s focus was on visual literacy and reading different charts related to this topic. However, we also worked on inferencing and applying an author’s ideas to a different text. In the coursebook article, the author identified certain things as positive or negative. So, to extend this skill, I had students read this article about global warming and then apply Marks’ perspective to it, deciding whether he would consider the article to be positive and negative, as well as offering evidence as to why. This activity was tough for students, as it required finding evidence, identifying perspective, and comparing two articles. However, it was also good practice and informed a lively discussion.
    • Continuing our work with the article in the book, we looked at how the article compared two different ideas. We then used this article to write a summary in which two ideas are compared (as opposed to a just-the-facts linear summary). To give students independent practice, we read and analyzed this PRO/CON article about meat and global warming and then students summarized it on their own following the comparison model we had done previously.
    • Finally, we extended our use of this PRO/CON article by looking at response writing as part of the summary-response genre. Typically, students take the response section to be a chance for them to give their own opinion, often disconnected from the article. So, we focused on how to choose ideas for evaluation and then how our evaluations serve as opinions. After students wrote their responses, I collected 4 exemplars and we analyzed them together in class following a rubric. Students then had a chance to rewrite their responses following this analysis.
  • Technology
    • Our next unit was about cyborgs and technology. Newsela has a great number of articles about cyborgs and people with prostheses. However, I chose to include a PRO/CON article about driverless cars because I wanted students to continue working with various perspectives and evidence and the opportunities to evaluate these against each other. We used this article to prepare for a class debate. Students read the article and then worked in groups to analyze the evidence on both sides of the debate. They then took sides and focused on developing arguments and counter-arguments. Finally, we had a tennis-style whole-class debate that was engaging for everyone.
    • We used this text and the coursebook text to learn how to correctly answer short-answer writing questions. Students had been having trouble fully answering such questions, often times providing one part or a half-answer. This was because they were not carefully reading the questions and realizing they were actually multi-part questions asking students to do several things. So, we used this article to practice that. The questions I had students answer required them to apply authors’ ideas by looking at the definition of what a cyborg is and using that to answer, in writing, whether someone using a driverless car is a cyborg. Most said yes, but some said no. They had to cite evidence from the coursebook text to support their idea.
    • As a follow-up, students read this article from 1896 about the introduction of horseless carriages (part of Newsela’s “Time Machine” series). Students worked together to compare and contrast the horseless carriage to the driverless car. Surprisingly, there were more similarities than differences.
  • Empathy
  • Assessments
    • Throughout the term, I used Newsela readings as part of formal assessments in class. I took readings and made them into quizzes to assess reading comprehension, summary writing, response, short-answer writing, etc. For the final writing assessment, I asked students to choose an article from a text set I put together that was related to cultural conflict and had students submit a summary, response, and comparison.

How Can Newsela Be Used

As my examples show, Newsela can be used in a number of ways: as a source for background reading, as a main text from which to practice various intensive reading skills, as a set of texts to build topical knowledge and expertise, as a means to integrate reading and writing at lower levels, and even as a source for articles to use with Academic Reading Circles.

Really, there are any number of ways to use Newsela. The main point being that there is always new content, and you can almost always find something interesting to read. It just takes a bit of creativity on how to best employ it in the classroom.

Newsela & Newsela PRO: Disadvantages

While I am a huge fan of Newsela and have found it to be immensely helpful in this course and others, it is not without its issues.

For Newsela PRO, I found it to be extremely convenient to be able to assign and track students’ reading assignment fromNewsela PRO’s binder feature. I liked seeing analytics such as how long they read for, their quiz scores at various levels, and their independent reading. However, I found the Write prompt to be less useful than giving assignments on Classroom – it is far too limited and suitable only for the most basic prompts, ones that require little to no feedback or revision.

In addition, while the analytics were interesting, I am not so sure about their accuracy. One of my students was ranked in the highest percentile on Newsela based on quiz scores yet he was average or below average in terms of reading quizzes and writing assessments given in class. I’m not sure how to make sense of this discrepancy. Is Newsela too easy? Am I too difficult? In addition, some of my higher level students (in class) scored lower than expected on Newsela, often times owing to understanding the quiz questions, which can sometimes be difficult for students.

Example analytics from a student’s reading profile

Is the PRO account worth it? In general, if your program is willing to pay for the PRO account, then I would definitely go for it. However, don’t let money stand in your way of using this great resource – what they offer for free is completely adequate and can be exploited to almost the same level as I have outlined above.

Are there any other issues with Newsela? Sure. Their app on iPhone and Android is terrible. Students had a lot of issues with it, including the app not refreshing to show new assignments. They often had to log out and log back in to see assignments. On both the app and the website, the Binder was not always easy for students to use. They often didn’t know they had assignments waiting for them. Newsela should definitely add some way for students to be notified of assignments, or at least make it more noticeable.

In addition, Newsela’s cookies are terrible. By this, I mean that I am constantly having to log-in to the website. It never remembers me and keeps me logged in. This is very minor, but it is quite annoying to always have to log in.

Finally, in terms of content, sometimes the adapted levels are too simple and consist only of simple sentences. While this is easy to read, the overuse of simple sentences seems limiting. Using complex sentences with adverbials or subordinating conjunctions would not necessarily increase difficulty. Doing so would allow students to see how ideas relate more clearly. Using these kinds of structures combined with simple lexis could serve as a way to introduce students more slowly to features of academic and higher level discourse.

Student Reactions

Again, issues aside, I have an overall positive assessment of Newslea, but, what about my students? I had 14 students in my class and I surveyed them on using Newsela. Here are the questions and responses.

What are some reasons you liked Newsela?

New information, new vocabulary
Fun topics
A lot of interesting tipics
I read some article to improve my reading and know news in English.
I like simple web site system
have different level
I can choose the level in each aticle.
Fresh and advanced topic.
easy to know what level you are
Because newsela has many subjects in diffrente fileds
The activities
I can search meaning easly
You can change the levels, which is very nice to those low level readers such like me. I felt Newsela is very friendly to me.

What are some reasons you disliked Newsela?

Newsela has some negative topics
Too much difficult issue
Article is long

Think about Newsela and the textbook. Which did you like more and why?

Textbook, it’s more easy to understand than Newsela
Newsela because it is more clearly than the book
Newsela more simple with the quiz
I am prefer to Newsela because it is clearly for understanding.
I like Newsela more then text book because it can be change the reading level.
textbook have video
Newsela is more interesting.
Anytime, anywhere I can read or study English, especially I can choose appropriate level for me.
Newsela APP. is the best tool I like.
Newsela. Because that makes you clearly to know which level is more suit to yourself.
I like newsela for tha same reason I wrote it in the previous question
I will choose Newsela because there are a lot of interesting articles and you can make activities
Newsela
Newsela, because I have more choices.

Conclusion

I hope I have made it clear that Newsela is a very useful tool for any reading or writing course, at almost any level. I will continue to promote Newsela as both a supplement and replacement for the coursebook. I will continue to work on different ways to use Newsela in the EAP classroom, including integrating reading and writing at lower levels.

While preparing to use Newsela PRO, I became a Newsela Certified Educator, so you may even see me presenting about some of these ideas at ELT-related conferences! It is my hope that students can engage with content that is recent, relevant, and interesting. I hope that students engage with this content through reading, informed writing, and informed discussion. I see Newsela as an important tool to help make this happen.

One More Thanksgiving Lesson: Four Skills and Synthesis Writing

What do you do when you have finished a project the day before and there is one more day before a 4-day holiday? Games? Party? How about some reading and writing?

I love games and fun days “off” from teaching in the classroom, but I wanted to gives students some context and substance for the day they might be celebrating – one which seems like a big deal to many Americans: Thanksgiving.

Newsela provided the source material, which I adapted into a jigsaw, similar to my previous Thanksgiving post.

I began the lesson by asking students about the food they have heard about or eaten for Thanskgiving. I showed a picture of a Thanksgiving spread and went through some of the common foods: turkey, stuffing, potatoes, salad, pumpkin pie, etc. I then asked them why we eat these foods and had them recall the story of Thanksgiving. There were vague notions of harvests and thanking the land. I gave a very brief overview of the story of Thanksgiving, including explaining who Pilgrims and Native Americans are. Then, I introduced the activity for the day. We were going to answer the question: Did the Colonists eat the same foods in 1621 that we eat today?

I explained we would read some information, share it with each other, and then write about it.

Reading

I showed the introduction to the article on the screen so that everyone had the same background. We read and discussed it together.

I then gave students each a different section of the article to read. My adapted version can be downloaded here. In my adapted version, there were four sections: What about Turkey?, Please Pass the Eels, No Pie?, and Modern Thanksgiving.

After reading it for five minutes and me helping students with unknown vocab or concepts, I put students together in groups, jigsaw-style, so that each group member had read a different article.

Speaking and Listening

Students had to share what they had learned from their article. While listening, students had to take notes. I gave about 10 minutes for this activity. Students worked to give their information, clarify (for example, the difference between clams and mussels), and finally, ask me any questions.

Writing

Finally, for the remaining 15-20 minutes, I told students they would need to describe, in writing and using both their article and their notes, the foods eaten during the first Thanksgiving and why our modern Thanksgiving menu is different. I reminded students about writing a clear topic sentence and gave a model outline, though students were free to organize their writing in any way they wanted. I gave feedback as they wrote.

Reflection

I was actually very surprised at the quality of the work. They were able to incorporate many of their partners’ details and most write in a very logical way. I felt, though I did not explain, that this was good practice for synthesizing information, and I think I could use this similar framework for teaching synthesis in the future. I wish students had more time to write, but given the brevity of the class, what they turned in (about a paragraph) seemed very good. I will give some general feedback and return their papers in December. This activity also gave me a chance for informal assessment of writing organization, grammar, mechanics, etc., which I will definitely incorporate into our final weeks together.

Like my previous Thanksgiving lesson, this one was not “fun” in the traditional sense, but was received as very interesting and, as I explained, would make a great conversation topic for anyone sitting down to a Thanksgiving feast.