Newsela ELA for Texas (Grade 2)

Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).

The Educator Success Guide includes an explanation of the supplemental program’s stated purpose. The supplemental program is a specialized solution designed to be used in addition to tier 1 instructional materials. The supplemental program provides additional instruction and practice in reading comprehension for students in grades 2–5.

The Educator Success Guide provides “Program Overview” and “Purpose” sections. The content explicitly defines the program as a supplemental solution intended to provide additional instruction and practice in reading comprehension alongside tier 1 materials. It further clarifies its purpose by stating that the materials aim to offer extra engagement and mastery of grade-level Texas Essential Knowledge and Skills (TEKS) for all learners. Rather than focusing solely on skill deficits, the materials provide extra layers of engagement and mastery on specific grade-level skills throughout the school year.

Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.

The materials include guidance in the Educator Success Guide on using the supplemental program appropriately, with a clear, three-step planning protocol that helps educators use core assessment data to identify learning gaps and determine the most appropriate supplemental unit. This detailed framework demonstrates how to implement the materials alongside an existing tier 1 curriculum to deliver targeted instruction and meaningful practice.

The materials include guidance on using the supplemental program appropriately. The planning protocol instructs educators on aligning the supplemental resources with specific core programs, including HMH Into Reading Texas and Bluebonnet Learning. By outlining clear steps to review core modules and connect them with thematic supplemental units, it provides explicit guidance on using the resource to reinforce background knowledge and target TEKS skills alongside tier 1 instruction.

The Education Success Guide includes the “Getting Started Process” for administrators and educators, which includes implementation Use Cases, five pillars for success described in detail, and how to implement the Teaching TEKS collection through the program.

Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.

The materials include a scope and sequence in the Teaching TEKS Grade 2 Scope and Sequence that outlines the student expectations and specific skills in each unit. Additionally, within the scope and sequence, the rationale for the Teaching TEKS Collection is to move students from metacognitive habits to genre-specific analysis through a scaffolded framework.

The materials include a “Teaching TEKS” section for each grade level that lists the units and provides access to the scope and sequence through the “Resources” section. Each unit identifies the applicable TEKS and corresponding student expectations.

Evaluation for 1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.

The materials include guidance on time requirements and suggested pacing in the Implementation Resource. Each lesson includes a completion time of 55 minutes. The materials organize instruction into at least three phases—Before Reading, Reading, and After Reading—and list the overall time required for the lesson under “Time to Complete” in the “Teaching the TEKS” section. The materials provide the total lesson duration rather than time allocations for each lesson cycle.

The “Efficacy Studies at Newsela” section of the Implementation Resources states that students read and take quizzes twice a week. These activities occur in the “During Reading” and “After Reading” portions of the lesson. The embedded formative assessments help educators know when to adjust instruction.

Evaluation for 1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.

The Newsela Educator Success Guide includes resources and guidance to support educators with implementing the materials as designed. The materials provide detailed descriptions of how to start and implement the program for the stated purpose, and guidance on planning instruction based on the core curriculum. Also provided is an overview and description of the lesson plan format, when to use formative assessments within the program, and an overview of how to use student data.

The materials include resources and guidance to support educators in implementing the materials as designed within each lesson in the “Before Reading”, “During Reading,” and “After Reading” sections. These sections provide implementation guidance, including instructions for ELA supports, extensions, and additional scaffolds.

Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.

There is an English and Spanish Family Guide Included in “Getting Started with Newsela” to help caregivers support their child’s reading progress through Newsela. The guide is divided into five parts: “Building Background Knowledge: Connecting Reading to Life,” “Boosting Reading Fluency & Habits: Practice Makes Perfect,” “Deepening Comprehension & Thinking: Understand the Main Message,” “Mastering Vocabulary & Language: Learning New Words,” and “Practicing for Success: Get Ready for Assessments.”

A Family Letter in English and Spanish also outlines the program’s purpose and provides caregivers with login information. This letter outlines how caregivers can obtain digital access.

Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).

Newsela ELA for Texas Grade 2 materials include appropriate instructional assessments for the supplemental program. The Educator Success Guide includes a section that describes how formative assessments appear throughout the lesson cycle. The materials show checks for understanding occur before, during, and after reading components of instruction. Summative assessments are included within the Cornerstone Activity and are implemented at the end of each unit. Diagnostic assessments are not applicable because the program is intended as a supplemental practice resource.

The materials include both formative and summative assessments appropriate for the supplemental program. For example, in the “During Reading” lesson component, a T-Chart or 3-Column Chart monitors progress by evaluating if students can independently identify evidence while actively reading. Furthermore, each lesson features a summative assessment. For instance, Teaching TEKS Grade 2, unit 1, topic 2, lesson 1, “The Mystery of the Humpback Whale Song,” includes a writing prompt and a summative reading comprehension quiz.

Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.

In the grade 2 Educator Success Guide, the materials explicitly define four types of embedded assessments (annotations, Power Words, Write Prompts, and quizzes) and detail the specific instructional purpose for each. By categorizing these tools as assessments “for learning”, “during learning”, or “of learning,” the content provides educators with a clear understanding of exactly when and how to use them to monitor student progress.

The formative assessments are defined and the intended purpose is provided in a table titled “Formative Assessments Within the Lesson Cycle.” For example, the Think-Aloud Response allows educators to check if students can follow the educator’s logic during modeling before attempting the skill in groups or independently.

Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.

The Newsela ELA for Texas Grade 2 supplemental program includes materials to help educators ensure the consistent and accurate administration of instructional assessments. The Educator Success Guide includes a description of each formative assessment, its purpose, and guidance on when to implement it during the lesson. Each formative assessment has a designated time for implementation, such as Before Reading, Introduction to Reading, During Reading, and After Reading, to align the assessment with its purpose.

The materials include guidance for educators to ensure consistent and accurate administration of the formative assessments located in the “Reading Instructions” within the lessons. For example, in Teaching TEKS Grade 2, unit 1, topic 2, lesson 1, during the After Reading portion of the lesson, students participate in a formative assessment summarizing what they have read. The section also includes guidance for administering the assessment. Guidance includes educator prompts for instruction and questions to ask during the assessment, such as, “What is the central idea of this article?”

Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.

The Newsela ELA for Texas Grade 2 instructional assessments include items of varying levels of complexity. The supplemental reading program includes built-in scaffolding and differentiation features explained in detail in the Educator Success Guide. Each text in the Newsela supplemental program includes targeted assessment opportunities, including quizzes and writing prompts. The questions vary in complexity and are offered at multiple reading levels to support diverse student needs.




The Newsela ELA for Texas Grade 2 materials include a quiz at the end of each lesson with questions at varying levels of complexity. For example, the quiz following an informative text begins with the question, “What is the location of the school where Mr. Crozier works?” and progresses into a more complex question, “How are humans different from other animals?” The leveled texts additionally include the option to assign a writing prompt as a more complex instructional assessment.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The materials include scoring information and guidance for interpreting student growth. For example, the “Classroom Data and Reporting” section of the Educator Success Guide offers targeted Pro Tips that guide educators in interpreting classroom reports, such as using the Class Overview to evaluate student engagement across different text levels. It further advises educators on how to translate real-time data from the Reading Skills Insights into a clear understanding of student performance.

The materials include Guidance for Interpreting and Scoring Write Prompts, which provides a detailed Performance Interpretation Matrix that explains student behavior and outlines four distinct performance levels for scoring student responses to Write Prompts. By defining specific student behaviors and interpretations for each level, this framework ensures educators have the clear guidance needed to score these instructional assessments accurately and consistently.

Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.

The Educator Success Guide provides guidance on using the program to respond to student performance trends on assessments. The guide includes a three-step routine to help educators review reports, identify learning trends from assessment data, and take actionable steps to adjust whole-class or small-group instruction. It also explicitly links these insights to specific tools, such as the Classroom Insights Planner.

The Educator Success Guide includes a section titled “Measuring Impact and Driving Success with Student Data Insights.” Educators can use this guidance to build classroom data routines with reports at both the assignment and classroom levels that allow data-driven instructional decisions.

Evaluation for 2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.

The materials include the “Newsela Classroom Data” page and additional resources in the Support Center, including the “Reports” tab, which allows educators to review metrics such as article reading levels, average active time, and quiz scores. Furthermore, it details “Reading Summary Insights” and “Reading Skills” dashboards that empower educators to track individual student growth across specific literacy skills to make informed instructional decisions. Additionally, tools are included to help students track their own progress and growth. The “My Progress” dashboard and Activity Log allow students to monitor their personal metrics, such as their Average Article Lexile and Quiz Average. Furthermore, tools such as the Word Wall for tracking vocabulary mastery and the Student Goal Setting Form empower students to actively use their data to set and track actionable learning goals.

The materials provide tools for both educators and students to monitor progress and growth. Within the Implementation Resources, the classroom data section includes videos and guidance that help educators access reports, interpret data, and utilize the “Reading Summary” dashboard and “Reading Skills” dashboard to inform instruction. Additionally, the student support resources include “A Student Guide to Tracking Your Progress,” which provides students with instructions for monitoring their own progress and setting goals.

Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

This guidance is not applicable to the program because the program has a stated purpose of additional instruction and/or practice, not targeted remediation or acceleration.

Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.

The materials include guidance on differentiated instruction and student activities for students who have not yet reached proficiency in grade-level skills. Each lesson guide includes a section titled “Additional Scaffolds” at the bottom of the “Reading Instructions” page, which provides strategies for students working toward grade-level or those who need additional learning supports. In unit 1, topic 1, lesson 1, the “Additional Scaffolds” section includes directions for the educator to perform the read-aloud or teach students how to use the Read-Aloud function embedded in the program.

Newsela ELA for Texas Grade 2 materials include guidance for differentiated instruction for students who have not yet reached grade-level proficiency. For example, in the Student Support Resources Guide, there is a section with guidance to support striving readers, which includes tier 2 Power Words, embedded scaffolding in Lesson Sparks, videos, and student polls.

In the Grade 2 Lesson Sparks for unit 1, topic 3, lesson 2, the “Additional Scaffolds” section at the bottom of the “Reading Instructions” page provides a scaffold for students who have not yet reached proficiency in grade-level skills. The scaffold suggests that students visualize the text and prompts educators to “Have students draw an image that they feel summarizes or shows the meaning or importance of each paragraph or section. They can use the Visualization graphic organizer or draw in a notebook. Have students discuss what they drew and why, and use this as an opportunity to monitor their comprehension of the text.”

Evaluation for 3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.

Materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills. In every lesson guide, the Extensions section in the Reading Instructions provides strategies for students who have demonstrated grade-level proficiency and for other students who are ready for additional learning opportunities or challenges. For example, in grade 2, unit 1, topic 1, lesson 1 under “Extensions,” there is an activity called “Question ‘Hot Seat” that has students taking turns portraying the character and asking each other questions based on the text.

The materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade level skills. In each lesson guide, there is a section titled “Extensions” under the “Reading Instructions” tab and it provides strategies for students who are proficient at grade level and ready for additional learning challenges. In unit 2, topic 1, lesson 2, the “Extensions” section suggests having the students create a one-pager representing animal adaptations during the winter. It gives specific aspects for what should be included in the one-pager.

In the Grade 2 Teaching TEKS, unit 5, topic 1, lesson 1, materials include an “Extension” for students that have met grade-level skills. The extension provides guidance for educators to challenge students with an activity in which they use a graphic organizer to write a comic strip that reflects the key events of the story.

Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

Newsela ELA for Texas Grade 2 materials include guidance for specially designed instruction for students receiving supports and services through special education. For example, in the Student Support Resources Guide, there are resources titled “Supporting Students with Disabilities” and “Instructional Strategies for Accomodations.” The resources describe the supports available within the product, key features for the classroom and strategies to meet specific individualized education program (IEP) goals and 504 accommodations through intentional lesson design.

The resource “Supporting Students with Disabilities with Newsela” provides educators with adaptable instructional strategies and tools such as text-to-speech, screen reader compatibility, keyboard navigation, adjustable text settings, and audio supports that increase access to grade-level content and facilitate the implementation of accommodations.

The article “Instructional Strategies for Accommodations” on the program platform explicitly outlines instructional strategies and flexible assessment options tailored to support specific IEP goals and 504 accommodations. This guidance on scaffolding comprehension with strategies such as customizing writing prompts or using time-chunking allows educators to deliver specially designed instruction for students receiving special education services.

Evaluation for 3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.

The Newsela educator-led supplemental program includes explicit prompts and guidance to support the educator in modeling and explaining the skills to be learned. In grade 2, unit 4, topic 1, lesson 1, direct prompts appear in “Before Reading.” It explicitly tells the educator to “Discuss with students the difference between literal, descriptive, and figurative language,” “Have students sort the excerpts below into three categories: literal, descriptive, or figurative language,” and “Finally, ask students to consider why authors might use figurative or descriptive language instead of always writing with literal language. Discuss with the class, highlighting responses similar to the ideas below.” Direct prompts and educator scripts are also found in the section “Introduce Reading” and “After Reading.”

In the “Introduce Reading” section of grade 2, unit 3, topic 1, lesson 1, the educator models how to identify a persuasive text and name what the author is trying to persuade the reader about. The lesson goes on to model how to identify the perspective of a section of text. Scripting examples appear in the italicized text in the “Introduce Reading” section.

Another example of explicit prompting and guidance to support the educator in modeling and explaining the skill appears in unit 3, topic 2, lesson 1, Reading Instructions. The “Introduce Reading” section includes a educator think-aloud in which the educator models finding examples of hyperbole in the article, then analyzes them for their meaning and purpose within the text.

Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.

The materials include educator guidance for effective lesson delivery and facilitation using a variety of instructional approaches within the lessons. The “Introduce Reading” section of the lessons instructs the educator to model the reading skill through direct instruction. Then, in the “During Reading” portion of the lesson, the educator guides students to annotate by highlighting, and in the “After Reading” portion, students demonstrate understanding in a variety of ways, including writing and illustrating.

The materials provide educators with explicit modeling and scripted instructional guidance to support the development of literacy skills. Through the “Before Reading” and “Introduce Reading” sections, educators model comprehension strategies, text analysis, author’s purpose, perspective, prediction-making, and annotation practices, with scripted examples provided to support implementation and student understanding.

In the pre-reading portion of the lessons, students engage in activities to activate background knowledge, such as a write-pair-share activity. In the “After Reading” portion of lessons, students are presented with varied activities that allow them to apply the given skill in independent practice, such as a written-response activity. Within each lesson plan, guidance is provided to educators on how to facilitate the instructional approaches best. The variety of instructional activities and level of guidance in lesson plans is largely consistent throughout the program.

Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.

Materials include guidance for educators on recommended structures such as whole groups, small groups, and individuals, to support effective implementation. The program includes guidance for educators on recommended structures to support effective implementation. The “For Administrators” tab includes Pillar 2: Create Flexible Structures, which includes an “Implementation Planning” section that gives direction to educators and administrators on when and how to use Newsela in various grouping scenarios. The chart provides guidance on grouping and text types by instructional purpose. It clearly maps specific instructional goals, such as practicing fluency or building background knowledge, to recommended classroom structures, such as independent, small-group, and whole-class settings. By detailing actionable strategies for each grouping, the materials provide educators with explicit guidance on implementing the program effectively across different learning environments.

The materials include guidance for selecting instructional groupings and text types based on specific learning objectives. The Educator Success Guide provides recommendations that align instructional purposes, such as fluency development and background knowledge building, with appropriate learning environments, including independent, small-group, and whole-class instruction, to support effective implementation across instructional settings.

Evaluation for 3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The materials provide linguistic accommodations for various levels of language proficiency, designed to encourage students to use more academic language. In each unit, there is a section titled “Language Supports for English Language Learners in Texas.” This section provides strategies to support emergent bilinguals (EBs) at each proficiency level. Each proficiency level is broken down into detailed information on strategies such as word studies, Frayer models, and word snapshots. The materials include supports for Pre-Production, Beginning, Intermediate, High Intermediate, and Advanced levels.

In unit 2, the EB Supports for the Beginning level include using a visual to introduce, pre-teaching vocabulary, and chunking the text. The section gives guidance on allowing students to use multiple means of representation to show their thinking and ideas. It also guides students to visualize the text by drawing an image for each paragraph.

Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.

The materials include an Implementation Guide for State-Approved Bilingual/ESL Programs in the “Student Support Resources section.” This guide includes a table for educators, listing each approved Instructional Model and the Recommended Modifications and Accommodations available to support them in their specific program. Additionally, there is a list of graphic organizers with direct links for easy access.

In addition, the implementation guide outlines how the resource can be flexibly implemented across a variety of models, including dual language, transitional bilingual, ESL pull-out, and ESL content-based. The materials provide suggestions for adapting instruction, using digital lessons effectively, and incorporating scaffolds.

Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

This guidance is not applicable because the program is not designed for DLI programs.

Evaluation for 8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).

The materials include high-quality texts and are sorted by genre and grade. For example, short stories are available in “Fiction by Grade,” and several different types of nonfiction texts are available under “Informational Texts by Topic.” There are texts that are specific to student interest as well, providing students with opportunities to read a variety of grade-level, complex texts as appropriate for the program’s stated purpose. The program includes a search feature that makes it easy to find text specific to reading skills.

In the grade 2 materials, the lessons feature high-quality, grade-level appropriate texts for students. These texts encompass a variety of genres, including both literary and informational types. In lesson 1 of unit 2, topic 1, students begin with a “text walk” of an article that introduces nonfiction text features. In the “Introduce Reading” section, students review and discuss the author’s purpose for using these features in a nonfiction text.

Additionally, in lesson 1 of unit 2, topic 1, students watch a video to learn how to differentiate between fiction and non-fiction texts. Students then read an informational science text titled “Making Waves: Two Sound Wave Experiments,” where they identify central ideas to enhance their reading comprehension of the material.

Evaluation for 8.1b
Materials include a variety of high-quality texts at different levels of complexity.

The materials include a variety of high-quality texts, sorted by units and genre, at different levels of complexity. The “Information Text By Topic” found under Newsela for Texas ELA, Grades 2-5, includes a variety of complex texts with a reading level range from 350L to 1490L. A variety of texts is provided to meet students’ diverse interests. Some examples include “Science Explainers, Biographies, and Argumentative Texts”.

Lessons feature a variety of texts that progress from straightforward informational passages to those with implied purposes and multiple layers of meaning. As students advance, the text structures become more complex, transitioning from simple descriptions and lists to more complex ones such as cause-and-effect, problem-and-solution, and non-linear organization. The vocabulary also evolves, starting with high-frequency words and gradually introducing domain-specific terminology, abstract language, and words with multiple meanings.

The materials include a variety of high-quality texts at different levels of complexity. For example, in unit 3, topic 2, lesson 2, students read an informational passage and analyze facts and opinions using a T-chart. Students then support their responses with textual evidence, demonstrating comprehension of both explicit information and the author’s perspective.

Evaluation for 8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.

The “Student Interest Texts” collection features engaging, high-interest reading passages designed to connect with students through topics like animals, technology, school activities, music, sports, weather, cooking, and food. For instance, “Top Five Smallest Animals” taps into curiosity about animals and adventure, while “How Minecraft is helping kids fall in love with books” highlights opportunities for students to explore video game interests at school. “How to stay safe from tornadoes” delves deeper into weather and everyday safety, and “Obento is art in a lunch box” offers a cultural perspective on food and traditions. Collectively, these texts promote engagement by reflecting a wide variety of student interests, backgrounds, and real-world experiences.

In grade 2, texts include relevant, engaging, and authentic content that reflects students’ diverse backgrounds and experiences. In the topic of student interest, students will read the texts “Many animals are shifting from day to night to avoid people” and “How the video game ‘Fortnite’ became baseball’s most addictive pastime,” texts for which students already have background knowledge and a connection to the information in the text, to further engage them and reflect their interests, communities, and experiences.

The program contains articles about space, animals, science, music, sports, and other topics. Outside the traditional unit plan, the educator can use the search feature to look up any topic. After selecting an article, the educator can choose the Lexile level appropriate for the students’ needs. Searching “weather” as a topic, a educator can choose a full-text set titled “Wild Weather,” which includes five articles about various types of weather.

Evaluation for 8.2a
Materials activate or supply background knowledge.

The materials activate or supply background knowledge in lessons within the “before reading” section. For example, in grade 2, unit 1, topic 3, lesson 2, the “Before Reading” instructions for “Activate Prior Knowledge Image Analysis” encourage students to preview an image and answer related questions to activate their prior knowledge before they read the text. Another example can be found in unit 3, topic 1, lesson 2, where the “Before Reading” section prompts students to think of examples of persuasive texts they are familiar with.

Lessons within the Newsela program include a “Before Reading” section designed to activate background knowledge. In grade 2 unit 2 topic 1 lesson 1, the “Before Reading” activity is to watch a linked video about the difference between fiction and non-fiction, followed by a student turn and talk using the prompt: What is the difference between nonfiction (informational) texts and fiction texts?

Another example is in unit 2, topic 2, lesson 1, the “Before Reading” text provides an activity that helps students review the title and view the image of the text “How animals survive the cold winter.” This allows students to access any information they already know before reading the lesson text.

Evaluation for 8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.

The materials provide opportunities for educators to pre-teach unfamiliar vocabulary within the lessons. For example in unit 4, topic 1, lesson 1, the “Before Reading” section introduces the terms literal, descriptive, and figurative language, providing students with definitions and explanations of the differences among the terms to support comprehension during reading.

In grade 3 materials, vocabulary supports are embedded prior to and during reading instruction to help students access unfamiliar words. For example, in unit 1, topic 1, lesson 2. In the “Introduce Reading” section, the educator models how to ask questions and find the answers while reading a text. One of the questions asked is, “What does _____ word mean?” In addition, Newsela articles include Power Words. This feature previews word meanings for students. The grade 2 article “The Case of the Disappearing Words” includes five words at the grade 2 level, each with a lightning bolt beneath it. When students click on a Power Word, the programs displays a student-friendly definition along with the pronunciation of the word.

Evaluation for 8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

In unit 2, topic 2, lesson 2, the “Before Reading” section teaches students to use context clues to determine the meaning of unfamiliar words before consulting a dictionary. During the “Introduce Reading” section, the educator models how to identify clues within the surrounding text, guiding students to infer word meanings and then verify their understanding using a dictionary. This sequence provides direct instruction and educator modeling before students apply the strategy independently.




In unit 2, topic 1, lesson 1, the educator explicitly models how to use context clues to determine the meaning of the word migration. The educator identifies migration as a key vocabulary word, rereads the surrounding text, and uses a think-aloud to demonstrate how information in the passage reveals the word’s meaning. Students then apply the same process to determine the meanings of unfamiliar vocabulary in the text, reinforcing the use of contextual analysis to support comprehension.

Evaluation for 8.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

In grade 2, the lessons provide opportunities for students to practice contextual analysis to determine the meaning of unfamiliar vocabulary and are aligned with grade-level TEKS. In unit 2, topic 2, lesson 1, in the “During Reading” section, students highlight unfamiliar words, then in the After Reading section, students define those words through context clues, a dictionary, or the Newsela vocabulary tool and identify the key idea and supporting details including the newly acquired vocabulary.

In unit 5, topic 3, lesson 1, students practice using contextual analysis to determine the meaning of unfamiliar words in folktales. During “Introduce Reading,” the educator models using context clues to determine the meaning of jubilant by looking at nearby words such as dancing and singing before checking the meaning with the Newsela Power Word tool. During reading, students read “The Terrible Storm: A Folk Tale from Puerto Rico,” highlight unfamiliar words, and use context clues, digital tools, or a print dictionary to determine word meanings.

Evaluation for 8.3a
Materials include systematic and explicit (direct) instruction on reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include systematic and explicit instruction in reading comprehension skills at multiple levels through a consistent instructional sequence of educator modeling, guided practice, and independent application. For example, in unit 4, topic 1, lesson 1, the educator explicitly models how to distinguish literal language from figurative language, guiding students to identify language features before applying the skill independently.



In grade 2, unit 2, topic 2, lesson 2, the educator explicitly models comprehension strategies while students read about animal adaptations and winter survival. Students learn to paraphrase information, use context clues to determine the meanings of unfamiliar words, and synthesize information across the text. educator-guided questioning moves students from recalling details (literal) to making predictions about animal adaptations (inferential) and comparing information across paired texts to evaluate how animals survive winter (evaluative).

Evaluation for 8.3b
Materials include opportunities for students to practice reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) with a variety of grade-level texts in alignment with the grade-level TEKS as appropriate for the program's stated purpose.

The grade 2, unit 3, topic 2, lesson 2 materials provide opportunities for students to practice reading comprehension at multiple levels using grade-level persuasive informational texts and a supporting video. Students demonstrate literal comprehension by identifying and distinguishing facts from opinions. They build inferential comprehension by explaining why authors include specific facts or opinions and how these support the author’s purpose. Students also engage in evaluative comprehension by determining which evidence is most persuasive and discussing how additional information could strengthen the author’s argument. Rereading, multimodal sources, and structured response activities provide repeated opportunities to apply comprehension skills aligned to grade-level TEKS.

In grade 2, unit 4, topic 1, students read grade-level poetry and practice comprehension by determining literal and figurative meanings, discussing how figurative language contributes to the poem’s message, and supporting their responses with evidence from the text. Throughout the program, students apply literal, inferential, and evaluative comprehension skills across literary, informational, and multimodal texts through guided discussions and written responses.