DOGO News features a classroom management system that connects with Google Classroom, Microsoft Teams, and Clever. Teachers can use this system to easily direct students to specific materials. Barring that, articles include an embed code teachers can use on class websites. DOGO News has a ton of content, so teachers might opt to assign some materials but then let students choose to read what they want when they don't have any specific assignments.
The listening feature would work well in both whole-class and individual scenarios. For an entire classroom, teachers can project an article as it's being read, taking advantage of the helpful highlights emphasizing each word as it's read aloud. Students can also listen independently, so they can pause or listen again if needed. A fun perk is getting to choose the narrator voice, each with a slightly different accent or intonation. After listening, students can research additional information and create a short podcast or newscast in small groups. For Spanish classes, the listening and podcasts or newscasts can all be done in Spanish.
A toolbar to the left of each articles has some useful features, especially the citation generator. With this feature, students can generate citations in different formats, which will work well for a research assignment. Since students will have the citations formatted already, teachers can instead focus instruction on skills like annotation, helping prepare students for competitions like National History Day or major research projects in college. The online comment sections are also a cool way to encourage students to get civically engaged, and teachers can combine this with digital citizenship lessons to encourage responsible commenting.Continue reading Show less
DOGO News is a web-based source for articles on current events. Articles can be searched in grade chunks from K-12 but will most likely engage upper elementary and tweens the most. Content ranges from serious to silly and is broken out into current events, science, social studies, world, environment, sports, video, and fun. Articles are several paragraphs long, and spiced up every few paragraphs with an image, infographic, or video.
Quizzes and questions that can be assigned online or printed are included for each article with the Pro subscription. These help assess reading comprehension, critical thinking, vocabulary and parts of speech, and general content. While the assessment questions are a good starting base, teachers will want to develop further questions or activities to get students thinking more deeply. Articles also feature comments sections where students can discuss what they've read and perhaps think more critically. Spanish options in the Pro subscription transform DOGO News into a truly bilingual site that goes beyond article text translation. There's Spanish narration for all articles, and assignments are in Spanish too. Combine this with the way the listening mode highlights the sentence as it's read, and you have useful supports for Spanish-speaking ELLs. The videos and text within infographics, however, aren't translated. In terms of equity, there are also offline resources available for purchase, which could be helpful for homeschool or for families without computer access at home.
DOGO News offers strong content variety, making it useful for various subjects from science and Spanish to social studies and language arts. Pretty much any class that regularly integrates or wants to increase use of scholarly current events, research skills, or Spanish can find an article that'll pique students' interest. And since the site is regularly updated, classrooms can return to DOGO News through the year and make it a core part of their curriculum.
DOGO is one of many student- or kid-focused news sites, but what's special about it is its combination of regular updates and supports for readers. Every DOGO News article features multiple strong visuals (maps, infographics, photos, or videos). These help to enhance the content and encourage students to continue reading and understand what they've read. Videos are short and tend to be interesting, but they may or may not have captions, since they're curated from various other outlets. There are also bolded key terms that students can click on to get a dictionary excerpt. The standout support feature, though, is the audio feature that reads text aloud and highlights the text. This feature is available in both English and Spanish. A feature like this is commonly found in more robust e-readers but not in news sites. Other premium features, like the ready-to-go assessments, serve multiple purposes. They're efficient comprehension checks as well as grammar and vocabulary builders. The critical-thinking challenge is a good reminder to students to push beyond recall, but these are limited to one question per article, which some teachers may find lacking.
The articles themselves cover a wide range of topics and feature a healthy amount of diversity, including representation from different cultures and global contexts. Unlike some competitors, DOGO News also has articles that dig into controversial or challenging political topics like police brutality and reform. Teachers should note, however, that while these articles are written by professional writers, the writers aren't necessarily journalists.
Key Standards Supported
Reading Informational Text
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Determine the main idea of a text; recount the key details and explain how they support the main idea.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
Key Standards Supported
Biological Evolution: Unity and Diversity
Make observations of plants and animals to compare the diversity of life in different habitats.
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
Earth and Human Activity
Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Earth’s Place in the Universe
Use observations of the sun, moon, and stars to describe patterns that can be predicted.
Make observations at different times of year to relate the amount of daylight to the time of year.
Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
Analyze and interpret data to determine scale properties of objects in the solar system.
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
Communicate scientific ideas about the way stars, over their life cycle, produce elements.
Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
Ecosystems: Interactions, Energy, and Dynamics
Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Construct an argument that some animals form groups that help members survive.
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.