Newsela ELA for Texas (Grade 5)

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 a “Program Overview” and “Purpose.” The provided content explicitly defines the program as a supplemental solution whose primary objective is to provide additional instruction and practice in reading comprehension alongside tier 1 materials. It further clarifies this 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. This 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. Included are the implementation Use Cases, five pillars for success are stated and described in detail, and also included is 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 Grace 5 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 stated as being designed 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.

In the “Efficacy Studies at Newsela” section of the Implementation Resources, it is stated 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. Implementation guidance is provided, including instructions for emergent bilingual (EB) 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.

Included in Getting Started with Newsela, there is a Family Guide in English and Spanish to help parents 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 is also provided, outlining the program’s purpose and providing parents with login information. This letter provides parents with steps for obtaining 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 5 materials include appropriate instructional assessments for the supplemental program. The Educator Success Guide includes a section that describes how formative assessments are integrated throughout the lesson cycle. The materials show that these 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 identified as 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 5, unit 1, topic 2, lesson 1, “How tornadoes form and why they’re so unpredictable,” 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 5 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 why 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 is intended for guided monitoring and 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 5 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 5, 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, and guidance for administering that assessment is included. 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 5 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 5 materials include a quiz at the end of each lesson with questions at varying levels of complexity. For example, the quiz following an informative leveled text begins with the literal 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 materials include a section titled “Measuring Impact and Driving Success with Student Data Insights” in the Educator Success Guide. Guidance is provided for educators to build classroom data routines using 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.

Newsela ELA for Texas Grade 5 materials include guidance for differentiated instruction for students who have not yet reached grade-level proficiency. Each lesson guide includes a section titled “Additional Scaffolds” at the bottom of the Reading Instruction 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 have students read the text multiple times and preview the text at a lower level prior to reading with class.

In the Grade 5 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 instructs educators to pre-teach vocabulary with visuals prior to reading and provides the recommended vocabulary words and definitions.

Newsela ELA for Texas Grade 5 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.

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 section titled “Extensions” in the “Reading Instructions” tab provides strategies for students who have demonstrated grade-level proficiency and for other students who are ready for additional learning opportunities or challenges.

The materials include educator guidance for differentiated instruction and activities for students who have reached proficiency in grade-level skills. In grade 5, the section titled “Extensions” provides support for students who have already demonstrated proficiency in grade-level skills. For example in unit 2, topic 1, lesson 2, the extension of the lesson students are challenged to think about what the article’s focus would be if the structure of the article was changed to cause and effect.


In the Grade 5 Teaching TEKS unit 5, topic 1, lesson 1, the 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 5 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 5, unit 3, topic 1, lesson 1, the “Before Reading” section includes direct prompts to prepare students for reading argumentative texts. Educators say, “When we read a piece of writing that states an opinion on a topic, we are reading an argumentative piece. The purpose of an argumentative text is to argue for or against something. Strong writers use facts to support their opinions.”

In the “Introduce Reading” section of unit 2, topic 1, lesson 1, the educator reads aloud the first section of the text, stopping to model the identification of text features and to think aloud about the main points and purpose of those features. Scripting examples appear in the italicized text in the “Introduce Reading” section.

An additional example of the explicit prompts and guidance to support the educator in modeling is provided in the materials in the “Introduce Reading” section of unit 3, topic 2, lesson 1. The educator is provided with a script and prompted to model annotating and to note how the author uses hyperbole in the article.

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 5, topic 1, lesson 1, 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, EB pull-out, and EB content-based. Suggestions for adapting instruction, using digital lessons effectively, and incorporating scaffolds are provided.

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.

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. There are many opportunities for students 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.

The 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. Each text reviewed meets all of the requirements. The varied units allow the program as a whole to meet the requirement of varied text types. In unit 2, topic 2, lesson 3, the article has a Lexile level of 560, which is equivalent to early-mid grade 3 and is classified as an informational text.

The materials provide a library of high-quality texts, including informational articles, poems, short stories, explainers, and essays. Texts are organized by grade level and type. Educators can use the Search feature to quickly find content across the platform and apply filters such as grade level, maturity range, instructional support focus, reading skills, standards, topics, and Spanish-language texts. Additional instructional filters are available via the “View All” option under Topics.

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.

For example, in unit 2, topic 1, lesson 1, students read about the Artemis I launch. The text includes domain-specific vocabulary related to space exploration and requires students to draw on prior knowledge of NASA and space missions to support comprehension of the content.

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 5, texts include relevant, engaging content that authentically reflects students’ diverse backgrounds and experiences. Lessons draw on diverse cultures and backgrounds across various texts, such as science explainers, biographies, historical overviews, primary source documents, and seasonal content, providing practice in reading comprehension.

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, an 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. In grade 5, unit 2, topic 1, lesson 3, the “Before Reading” activity is a think-pair-share exercise that encourages students to reflect on what they learned in lesson 1 of this topic. The question posed is, “What do you remember about the Artemis I mission from our previous lesson? Where is the mission headed? Why do they want to go there?” Additionally, educators show students the article’s image and title, “To the Moon! NASA Launches Artemis 1, the Most Powerful Rocket Ever Built,” to further activate their background knowledge.

In unit 5, topic 3, lesson 1, students reflect on the animal shows, movies, and books they enjoyed as children and discuss what they have in common. This activity serves as a lead-in to the lesson on fables, which also feature animals.

In grade 5 unit 2, topic 2, lesson 1, the “Before Reading” activity is a freewrite activity to activate background knowledge about the topic. The students write down everything they already know about space travel, astronauts, the International Space Station, and anything else related to those topics.

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

The materials include opportunities for educators to pre-teach unfamiliar academic and content-specific vocabulary before students engage with grade-level texts. In grade 5, lesson materials include pre-teaching unfamiliar vocabulary through activities such as pre-reading discussions where students generate a list of what they know about robots. During pre-reading, Power Words are reviewed before the lesson, and EB supports further reinforce vocabulary through tools such as word study, the Frayer model, and word snapshots. “Extensions” allow students to synthesize vocabulary information to deepen understanding.

In grade 5 materials, vocabulary supports are embedded prior to and during reading instruction to help students access unfamiliar words. For example, in unit 4, topic 1, lesson 1, the “Before Reading” section features a “Word Study” activity in which the educator reviews potentially unfamiliar words before students read the text. Students then look up definitions, rewrite them in their own words, and provide personal examples to support understanding. In addition, Newsela articles include Power Words, which preview important academic vocabulary prior to and during reading. For example, in the article “Tech breathes new life into endangered Indigenous languages,” students encounter highlighted grade 5 vocabulary words with student-friendly definitions and pronunciation support, helping build understanding of unfamiliar terms connected to the text.

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 1, topic 4, lesson 1, the educator explicitly models how to use context clues to determine the meaning of the word mint during the “Introduce Reading” section. The educator rereads the surrounding paragraph, explains that the bolded word appears earlier in the text, and uses a think-aloud to demonstrate how the surrounding sentences reveal that a mint is a place where coins are made. This modeling shows students how to use contextual information to determine the meaning of unfamiliar vocabulary.

In unit 2, topic 2, lesson 2, the educator provides direct instruction on using context clues before students apply the strategy independently. Students are directed to identify clues in the surrounding text to determine the meaning of unfamiliar words and then use the annotation tool to record each word’s meaning. This guided practice reinforces the use of contextual analysis to determine word meanings while reading grade-level texts.

Lessons include a pre-teaching strategy designed to address unfamiliar vocabulary in several ways. In unit 2, topic 2, lesson 2, the “Introduce Reading” section, the educator directs students to look for context clues to determine a word’s meaning, then has students use the annotation tool to note the word’s definition.

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 5, opportunities for students to practice contextual analysis are included in lessons 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 write a Help Wanted advertisement using some of the words defined.

In unit 1, topic 1, lesson 1, students read “School Offers Hikes Instead of Detention, and Teachers Are Seeing Results” and use text features, questioning strategies, discussion, and written responses to construct meaning. Students generate, revisit, and answer questions using information from the text, analyze vocabulary and key ideas within context, and use textual evidence to deepen understanding of the author’s message and purpose.

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.

Each grade level provides a unit guide that organizes instruction on reading comprehension skills at multiple levels (literal, inferential, and evaluative). For example, the table of contents for unit 2 outlines structured lessons beginning with lesson 1 and continuing through each lesson in topic 1. These lessons provide a sequenced structure for teaching comprehension skills across multiple levels, ensuring skills are introduced, practiced, and revisited within the unit progression.



In grade 5, unit 4, lesson 2, students receive systematic and explicit instruction in reading comprehension at the literal, inferential, and evaluative levels through close reading, educator modeling, and structured discussion of poetry. The educator explicitly models how to identify key poetic elements such as topic, tone, rhythm, and sound devices using annotations and T-charts. Students then interpret how sound impacts meaning, analyze how emphasized words influence mood and imagery, and make inferences such as interpreting symbolism. At the evaluative level, students analyze the poet’s purpose, explain the effect of sound devices, and assess how poetic techniques shape overall meaning. In unit 4, topic 1, lesson 1, the educator provides explicit guidance as students engage in an inferential reading task focused on interpreting figurative language.

Another example is provided in unit 4, topic 1, lesson 1, the educator guides students through an inferential reading exercise to help them understand the meaning of the figurative language used.

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.

In grade 5, unit 5, topic 1, lesson 2, students practice reading comprehension skills at multiple levels using the narrative text “Pond Water” in alignment with TEKS expectations. At the literal level, students identify and sequence key events on a plot diagram, including exposition, rising action, climax, falling action, and resolution, using color-coded textual evidence. At the inferential level, students analyze character motivation and conflict by examining Princess Lilly’s goals and the obstacles she faces, supporting their thinking with evidence from the text. At the evaluative level, students assess how removing the inciting incident would change the narrative, explaining how plot structure impacts overall meaning.

In unit 2, topic 1, lesson 1, students practice evaluating how text features function as organizational tools, and in lesson 2, they analyze how authors structure texts to achieve specific purposes. In lesson 3, students examine characteristics of digital texts and evaluate how multimodal features support comprehension. Additionally, in unit 4, topic 1, lesson 1, students evaluate the poet’s techniques by analyzing how the author’s use of language enhances meaning in the poem, providing opportunities to apply evaluative comprehension skills across both informational and literary text.

Another example is provided in unit 4, topic 1, lesson 1, students evaluate the poet’s techniques to understand how the author’s use of language enhances the meaning of the poem.