For example, students read The Gettysburg Address by Abraham Lincoln, an excerpt from Across Five Aprils by Irene Hunt, and Letters from a Civil War Nurse by Cornelia Hancock. Every teacher has access to StudySyncs Library of texts with hundreds of short stories, poems, excerpts of novels and dramas, essays, speeches, and primary source documents, including a wide selection of full-length novels and dramas, as well as an array of Spanish language texts. New texts added monthly support teachers with ongoing resources; also, students can access the complete library from any device, at any time, so assigning independent reading practice is doable. The materials support students listening and speaking about texts. The texts include an excerpt from Across Five Aprils written by popular, young-adult author Irene Hunt and Letters of a Civil War Nurse, a primary source document written by Cornelia Hancock to her mother. Public Policy. Students read Eli Wiesels Nobel Prize Acceptance Speech and explain how Wiesel connects his personal story to the occasion of this speech. The qualitative elements are the structural, linguistic, and contextual qualities that determine easier or difficult readability and the reader and task expectations, such as how the reader interacts with the text. The materials provide general support for implementing ancillary materials and student progress components. Who are you? by Emily Dickinson focuses on having students create mental images as a way to improve their reading comprehension. Every day, students interact with high-quality classic and contemporary literature thats rigorous, culturally relevant, and presented in a highly engaging digital format.. The pictures and graphics provided in the materials support student learning and are not visually distracting, such as video introductions, drag-and-drop charts, and student library novel titles. In Unit 3, the materials present a standard process for discussion; in First Read lessons, students have the opportunity to practice oral reading fluency with a partner, as well as to talk about the video preview and to participate in Text Talk after the initial reading. However, the materials do not provide a year-long plan or guidance for implementing the ancillary and resource materials within the daily lesson plans or scope and sequence. Tasks integrate reading, writing, speaking, listening, and thinking; include components of vocabulary, syntax, and fluency, as needed; and provide opportunities for increased independence. This lesson provides follow-up questions and useful enrichment to help teachers guide students toward drawing on annotations to successfully answer think Questions. Which of these inferences about the speaker is best supported by stanzas 3 and 4?. Students use this information to write a series of first-person journal entries in the refugees voice. Assessments and scoring information include sufficient guidance for interpreting and responding to student performance. Over the year, composition convention skills are applied in increasingly complex contexts, with opportunities for students to publish their writing. The sixth-, seventh-, and eighth-grade materials include high-quality texts across a variety of text types and genres as required by the TEKS. StudySync Grade 8 Unit 1, Lesson 1. The literary analysis includes textual evidence to support students ideas. For example, the synopsis includes the sentence The speaker says that being Somebody is depressing. The accompanying glossary for the synopsis includes Spanish equivalents for each bolded word and its definition and picture. In Unit 1, after reading several suspenseful tales, students work in small groups to construct a short, suspenseful scene that allows the audience to play God, or see everything. What action occurs during the break between scenes 1 and 2? Another example of teacher supports in the lesson includes, If students struggle to generate meaningful questions, show and discuss examples using the model provided.. Unit 2 also includes increasingly complex traditional, contemporary, classical, and diverse texts. The skill lessons vary based on the genre characteristics and targeted grammar instruction. Automatically embeds scaffolds, so ALL students reach their potential. The materials suggest that students consider the following questions: What does advocate mean? Which characters style is most similar to yours? For example, after reading Vanishing Island by Anya Groner, students explain, what makes people care so deeply about this vanishing island that nothing can induce them to leave? For example, teachers and students can print the hard copies by selecting the Actions tab. After reading, students write an imagined newspaper or TV news account of the events discussed in the text. The materials include a variety of text types and genres across content that meet the requirements of the TEKS for each grade level. Developing and Sustaining Foundational Literacy Skills. Its challenging primary documents (e.g., The Gettysburg Address, Sojourner Truths Aint I a Woman, and historical letters) are balanced with a group of texts on gaming (e.g., a graphic short story and a point-counterpoint pair of argument essays at 1120L, Gaming Communities by Joshua Vink and Caroline Rodgers). Top Rated Plus. Beginning and intermediate ELs draw their reflections or write them in their native language. Each unit contains 20 lessons that are developed around two texts; lessons provide scaffolded practice using high-frequency words in a variety of contexts. In Unit 1, the materials support distributed practice over the year. The materials offer differentiation supports for students who are performing below and above grade level. Then, in the close read lesson, students annotate the text by the following prompts that ask them to apply their knowledge of the plot, each tied to TEKS.8.7(C). The materials include increasingly complex traditional, contemporary, classical, and culturally diverse texts. In Unit 1, the materials include a year-long plan for building academic vocabulary, including ways to apply words in appropriate contexts. .nav-contain-highered p{ In Unit 6, the materials also support student practice in organizing and presenting their ideas and information in accordance with the purpose of the research and the appropriate grade-level audience. Materials provide an overarching year-long plan for teachers to engage students in multiple grouping structures. There are currently no items in your shopping cart. The featured sentence structures, text features, content, and relationships among ideas make these selections accessible to eighth-graders, encouraging them to think more broadly as learners by engaging with texts of varying difficulty. For example, My Very Dear Wife by Sullivan Ballou (1861) reviews the causes and outcomes of the Civil War and provides students with opportunities to practice sentence structure. The materials suggest that if students are unable to make predictions, teachers can revisit the Identification and Application section of the Grade 8 Context Clues lesson with the class. StudySyncs print and digital resources are designed to be used interchangeably for teachers and students in all types of classrooms. For example, In paragraph 1, focus on the sentences that use or connect to the word ingredient. Students practice the reading comprehension strategy of generating questions for the first six paragraphs of text. The 1932 novel, The Conjure Man Dies by African-American author and leader of the Harlem Renaissance, Rudolph Fisher, crafts the plot development to center around a Harlem doctor who is summoned to examine the mysterious death of a local fortune-teller or conjure man. In Unit 2, the poem Im Nobody! Each group receives a word from a vocabulary word list, and they act out a short scene that demonstrates the meaning of their word. Did your expectations change after you read the excerpt? Students use quotations and descriptions from the excerpt to explain whether their predictions were accurate after analyzing the book title. Work with a group to conduct and present a researched informational presentation. First, they discuss the Skills Focus prompts in small groups, beginning with Identify evidence of Herberts behavior in the story and explain how it influences events. Then, they view a video of a group of students discussing the text. The materials contain a coherently sequenced set of high-quality, text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas within individual texts as well as across multiple texts. After revisiting, teachers guide students to make predictions about the next bold word in the text in the paragraph. Unit 4 contains a thematic set of texts that include increasingly complex traditional, contemporary, classical, and diverse texts to introduce students to the debatable topics surrounding and causes of the Civil War. How do you know it? In Unit 2, the materials support student practice in organizing and presenting their ideas and information in accordance with the purpose of the research and the appropriate grade-level audience. Developing and Sustaining Foundational Literacy Skills, See Quality Review Evidence for this Indicator. The materials include annotations and support for engaging students in the materials as well as annotations and ancillary materials that provide support for student learning and assistance for teachers and administrators. Includes: Unit Vocabulary Word Wall Holocaust Building Background Knowledge Group Project "Blood, Toil, Tears and Sweat" Close Reading Activity Lesson Plan Google Slides Close Reading Activity How does Colin explain Steves reasons for writing the screenplay? Is the use of dramatic elements effective? The class analyzes the groups interactions, considering how members of the group address the prompt, build on each others ideas, and make determinations and conclusions about the text. The instructional guide provides steps to model using context clues to make predictions about word meaning. In the final lesson, students read about Phineas Gage again and consider multiple prompts as they annotate the text. The materials provide online resources of various texts in the StudySync library for their self-selected reading with information about the theme and Lexile range for that particular unit; this range ensures the students text options are appropriate. Many lessons begin with an introductory video. The materials provide a comparative writing assignment that requires the students to make connections between the three texts: The speakers of the poems Mother to Son and Learning to Read, and Frederick Douglass, in his autobiography, describe the risks involved to make successes of their lives. Students read and annotate the text independently in the digital platform and then discuss the reading with the teacher and other students in a section of the lesson plan called Text Talk.. The textbook uses the term Beyond to indicate differentiated or extension materials for students performing above grade level. Have I spelled everything correctly?. The texts center around the theme that experiences from our past shape who we are in the present. The materials provide activities to support identifying the controlling idea and supporting evidence. In Unit 1, the materials provide various graphic features to assist students in comparing and contrasting Emily Dickensons poem I Never Heard the Word Escape to the informational piece Ten Days in a Mad-House'' by Nellie Bly. In Unit 6, for Ray Bradburys There Will Come Soft Rains, the independent read core activities involve understanding poetry by responding to comprehension questions, participating in collaborative conversations, and writing responses. The sixth-, seventh-, and eighth-grade materials include a variety of text types and genres across content as required by the TEKS. The Extended Oral Project in each unit also provides an opportunity for students to engage in connected discourse. Rl.8.5. The speaking frames provide sentence stems for specified paragraphs. Phineas Gage: A Gruesome but True Story About Brain Science by Thomas Ponce (2004) is also a modern article with a 970 Lexile and a word count of 1,396. There are various online student learning opportunities, including Blasts, where students complete an online QuikPoll and online Drag-and-Drop activities in the Your Turn section. For example, in Unit 5, students read the speech "Blood, Toil, Tears, and Sweat" by Winston Churchill. The groups take turns performing their scene for the class. This activity precedes a mock trial activity connected to Edgar Allen Poes Tell-Tale Heart in Unit 1. } Students interpret a quote by Mary McCarthy: The suspense of a novel is not only in the reader but in the novelist, who is intensely curious about what will happen to the hero. Students synthesize the meaning of the quote and explain whether they agree with its message with a logical expression. The materials are accompanied by a TEKS-aligned scope and sequence outlining the essential knowledge and skills taught in the program, the order in which they are presented, and how knowledge and skills build and connect across grade levels. Students describe the graphics [they] would include, writing in a way to garner the employers attention and guarantee employment. For example, students read the poem My Mother Pieced Quilts by Teresa Palomo Acosta in whole class with teacher support and the short personal essay Curtain Call by Swin Cash independently. myPerspectives: Grade 10, Volume 2 California Edition They compare and contrast the stated or implied purposes of different authors writing on the same topic and analyze the author's choices and how they influence and communicate meaning (in single and across a variety of texts). In the First Read Lesson Plan of Mother to Son by Langston Hughes, students preview the text and make predictions about vocabulary using context clues. We are dedicated to producing the highest quality content from instruction, to imagery and motion graphics, to audio and video. 2020. In Unit 1, formative and summative assessments are aligned in purpose, intended use, and TEKS emphasis. Unit 1 includes an excerpt from Alfred Hitchcocks essay, Let Em Play God. Students build conceptual knowledge by sharing what they already know about Hitchcock and where they learned that information. They re-read the texts to find words that both authors use to transform common activities like basketball and quilting into something more personal. Infographics can be completed on paper or online. Finally, administrators are provided with the Administrator Assessment Database with exclusive access to passages and questions to create three additional tests that mirror Texas state assessments. In a few lessons, students practice writing narrative texts with an informational purpose, such as a prompt synthesizing readings from a lesson in which students read Ten Days in a Mad-House by Nellie Bly and I never hear the word Escape by Emily Dickinson. In Unit 3, in the poem Learning to Read by Frances Ellen Watkins Harper, students review the discussion prompt: It's often said that knowledge is power. The speaker of the poem explains why enslaved people were not allowed to learn to read: Knowledge didnt agree with slavery /Twould make us all too wise. Discuss these ideas and your response to the poem. Students prepare discussion plans using personal responses and text evidence to support their ideas. The materials provide students the opportunity to develop composition skills across multiple text types for varied purposes and audiences. Warm ups, background knowledge activities, vocabulary activities, writing (RACE format aligned), sentence stems, and social emotional brain breaks included. The materials provide opportunities for students to engage in both short-term and sustained inquiry processes throughout the year. 500 solutions. Later in the unit, after reading Langston Hughess poem Mother to Son, they consider how they might use a metaphor to shareadvice with a friend. In Unit 4, students discuss the effect of extended metaphor in Walt Whitmans O Captain! posi 2320 exam 2. EL lessons modify the routines used with texts in the Integrated Reading and Writing section by pairing EL students with on-grade-level peers, giving students the option to annotate in their native language and share their responses with a partner before participating in the group discussion. Unit 3 also provides students opportunities to use evidence from texts to support their opinions and claims. Each of the extended writing projects follows the same format. What are some examples of why it matters to you?. 2530 texts for grades 68 are available in Spanish in the library. }, Bring Literature to Life for Every Learner, At Grades 68, instruction is focused on strong skills- and standards-based instruction that will provide the foundation for success in high school and beyond while still affording teachers the flexibility to customize the curriculum to the specific needs of their students and teaching style. The materials point out that the selection contains complex language and long sentences with numerous clauses. StudySync Grade 8 Unit I. The materials include high-quality texts for ELAR instruction and cover a range of student interests. Rosetta Stone. StudySync is a leading developer of the most engaging, socially connected, and rigorous academic lea StudySync In Unit 3, the materials include a year-long plan for building academic vocabulary, including ways to apply words in appropriate contexts and scaffolds and supports for teachers to differentiate vocabulary development for all learners. Students practice a Text Talk with speaking frames and paragraph guides. In Unit 1, all students read the informational essay Let Em Play God by Alfred Hitchcock and answer reading comprehension questions. Taking inspiration from one of those individuals, students prepare and deliver a speech in which they advocate a position on a topic they care about while including anecdotes and illustrations to support their position. Thinking about the people and characters within this unit and across all texts, students recall the important issues highlighted by those people and characters. Be sure to use specific evidence from both texts to support your response., In Unit 6, the materials support distributed practice over the year. In an Independent Read Turn and Talk activity of the excerpt from the novel The Call of the Wild by Jack London, students discuss original vocabulary predictions with a neighbor. mrsrmiller Teacher. How does the supporting evidence help to further explain the controlling idea? In Unit 5, each lesson set includes multiple-choice comprehension and skill assessments and ends with student writing; these provide assessment data on the skills and concepts from those lessons. Unit 1 provides students opportunities to write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. The materials support student accountability for achieving independent reading goals by completing a comparative writing response that connects the ideas within the core and independent reading assignments. Learn Assign. The materials include supports to help administrators support teachers in implementing the materials as intended. The pacing guide also previews both the extended writing project and end-of-unit assessment, breaking down the assessment by reading passage title, genre, Lexile level, length, and the corresponding TEKS and skills addressed in the assessments questions. Literary texts and informational texts include those outlined in grade 8 TEKS. The Novel Units provide Reading Guides that preview key vocabulary, providing definitions. 40 terms. For example, Slam, Dunk, & Hook, a poem by Pulitzer Prize-winning poet Yusef Komunyakaa. The three components defining text complexity are the quantitative elements such as Lexile, length, and publication of the text. For example, in Unit 2, students select a specific refugee group and Research news articles, podcasts, and/or interviews to learn about their refugee experience. Students select a refugee with an interesting story and research this person and his or her experiences. Share. Sample student annotations appear in the margins of every First Read and Close Read text to provide students with a model for effective annotation and analysis. Who does Manuel meet in the desert? This task for above-level students allows them to make connections from the text to the world, self, and other pieces of literature. Students craft the meaning of the term tell-tale before reading The Tell-Tale Heart by Edgar Allen Poe. Every reading selection is accompanied by a minimum of one planning and learning opportunity for students who demonstrate proficiency above grade level. These tasks are supported by spiraling and scaffolded practice. The lesson plans differentiation column recommends grouping students whose skills are approaching grade level with on-grade-level peers for additional support during the synthesis practice. For example, in the seventh-grade Grammar and Language Workbook, students are asked to identify the subject and predicate in the following sentence: Wilde is the author of A Woman of No Importance and The Importance of Being Earnest, as well as the novel The Picture of Dorian Gray. Unit 5 includes the play Twelve Angry Men by Reginald Rose. The Tell-Tale Heart by Edgar Allen Poe (fiction), The Monkeys Paw by W. W. Jacobs (short story), The Lottery by Shirley Jackson (short story), Im Nobody! Assessments are provided with instructions that guide teachers on how to administer and score the various assessment components, use student assessment data in designation and grouping decisions as well as determining which assessments to use, and review the assessment with students to have them self-correct incorrect responses. Students answer questions such as, Based on Article 18 in paragraph 26, the reader can conclude that the authors believe? In Article 21 in paragraph 29, the authors message is?. Also found in this unit are opportunities for students to study the language within texts to support their understanding. BookheadEd Learning LLC : StudySync GRADE 8 UNITS Reading & Writin. The materials provide opportunities for students to use evidence from texts to support their opinions and claims and to demonstrate in writing what they have learned through reading and listening to texts. The resources help teachers provide instruction that builds both the essential student skills and knowledge, as listed in the Texas Essential Knowledge and Skills and English Language Proficiency Standards. The vocabulary words (conclusion, terrain, tome) are bolded on the text. Using The Cremation of Sam McGee by Robert W. Service, the teacher models how to establish a purpose for reading a self-selected text. In Unit 1, students also write informational texts to communicate ideas and information to specific audiences for specific purposes. 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One planning and learning opportunity for students who demonstrate proficiency above grade level Pulitzer Prize-winning poet Yusef Komunyakaa after,... No items in your shopping cart and information to write a series of first-person journal entries the... In the present students also write informational texts include those outlined in grade 8 Units reading & amp ;.. The Actions tab select a refugee with an interesting story and research this and. Answer questions such as, based on the text TEKS emphasis 4, students read speech... Follow-Up questions and useful enrichment to help teachers guide students to make predictions about word meaning automatically scaffolds. Six paragraphs of text types and genres across content as required by the TEKS components... To write a series of first-person journal entries in the refugees voice, Toil, Tears, publication! Provide general support for implementing ancillary materials and student progress components precedes mock! 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Like basketball and quilting into something more personal speech `` Blood, Toil Tears... Shopping cart students consider the following questions: what does advocate mean studysync grade 8 their! Indicate differentiated or extension materials for students to engage in both short-term and sustained inquiry throughout... Them to make predictions about the speaker says that being Somebody is depressing provide.