studysync grade 8
The digital materials support and enhance student learning with an organized, visually appealing, and easy to navigate design. Every text selection offers a summary, and students can select from languages diverse as Cantonese and Haitian Creole for a translation and audio reading of the summary. The materials provide a plan for students to self-select texts and read independently for a sustained period of time, including planning and accountability for achieving independent reading goals. Students engage in the initial reading of text through a First Read activity, using the reading comprehension strategy of visualizing, us[ing] context clues to define new vocabulary, and demonstrat[ing] comprehension by responding to questions using text evidence. Students engage in a Skills lesson to explain how the setting influences characters values and beliefs. Students develop a short constructed response and compare and contrast the short story with two poems in order to better understand how the setting, values, and message in each text relate to each other. A Blast activity ends this lesson with students, explor[ing] background information and research links to answer the driving question: How can science fiction predict the future?. Rl.8.5. Students discuss the Close Read prompt, using the skills from a previous annotations lesson in small groups. Be sure to support your ideas with evidence from all three texts., Unit 3 includes the poem The Road Not Taken by Robert Frost. Students write a poem using an extended metaphor to show the journey of a particular choice and to describe the risk involved in their decision. This novel study is paired with other comparative texts, including theInaugural Address of Lyndon Baines Johnson, excerpts from William Shakespeares Romeo and Juliet, and Chekhovs Letter to His Brother Nikolai, a letter written by famous Russian playwright Anton Chekhov, encouraging his brother to grow up and become a man of culture. The novel unit also includes excerpts from the acclaimed autobiography Narrative of the Life of Frederick Douglass published in 1845, which depicts Douglass journey from slavery to freedom. These is also support for implementing ancillary and resource materials and student progress components. 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 text set concludes with Abraham Lincolns The Gettysburg Address, one of the most famous American history speeches. In Unit 1, annotations and ancillary materials provide support for student learning and assistance for teachers. Students read Eli Wiesels Nobel Prize Acceptance Speech and explain how Wiesel connects his personal story to the occasion of this speech. In Unit 3, students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. In Unit 1, students read The Tell-Tale Heart by Edgar Allan Poe and analyze how the authors word choice, tone, and speech patterns reveal the narrators personality. How well do the materials support teachers in meeting the needs of students with diverse learning needs? Read the Full Report for Professional Learning Opportunities, Read the Full Report for Additional Language Supports. In Unit 1, formative and summative assessments are aligned in purpose, intended use, and TEKS emphasis. font-family: ProximaNova,Helvetica Neue,Arial,Noto Sans,Liberation Sans,sans-serif,Apple Color Emoji,Segoe UI Emoji,Segoe UI Symbol,Noto Color Emoji !important; 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. Students mimic a reporter by identifying people, places, and details without altering events. StudySync is a comprehensive, twenty-first century English Language Arts solution for Grades 6-12. . For example, all students practice using vocabulary by dividing into pairs or small groups. The materials introduce Plot, TEKS 8.7(C) (analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development) in an independent reading lesson of an excerpt from Neil Gaimans The Graveyard Book. Unit 2 provides students opportunities to write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. In Unit 3, the opening Blast lesson focuses on the essential question, Why do we take chances? To introduce the lesson, the teacher asks students to discuss the last time they took a chance and what was risky about the action with a partner. Top Rated Plus. Also, grammar, punctuation, and usage are taught systematically, both in and out of context, and materials provide editing practice in students own writing as the year continues. In the Skills lesson for Academic Vocabulary, the teacher reads a list of academic vocabulary and definitions, pairs students, and assigns each pair a word from the list. In the StudySync digital teacher platform, teachers can view all the lessons and components in a unit, modify lessons and activities as necessary for the needs of their classroom and students, explore Prompts, Blasts, Skills, and Texts in the StudySync Library, access student work and grade book, and modify student settings for language proficiency and supplemental language. In Unit 6, for the poem Spaceships by Derrick Harriell, students engage in collaborative conversation before writing. However, the relationship between these two different sets of Additional Resources is unclear. Warm ups, background knowledge activities, vocabulary activities, writing (RACE format aligned), sentence stems, and social emotional brain breaks included. The materials describe their approach to text complexity as a blend of quantitative and qualitative analyses resulting in a grade-band categorization of texts. In Unit 2, students also write informational texts to communicate ideas and information to specific audiences for specific purposes. Who are you? by Emily Dickinson focuses on having students create mental images as a way to improve their reading comprehension. The first text in Unit 1 illustrates that text complexity is a combination of factors, as Edgar Allan Poes The Tell-Tale Heart is not particularly high on the Lexile scale (950). The unit includes detailed PowerPoint Presentations for all lessons (First Read, Close Read, Blasts, and Skills) for a majority of the texts in Unit 1 Grade 8 of the StudySync curriculum. In Unit 1, the materials support distributed practice over the year. The materials include print and graphic features of a variety of texts. About Quizlet; How Quizlet . The materials include year-long plans and supports for teachers to identify students needs and provide differentiated instruction to meet a range of learners needs to ensure grade-level success. In the Close Read, students engage in a Collaborative Conversation to discuss the text in preparation for addressing a writing prompt. In this unit, the materials allow students to express their thinking by allowing them to make predictions about vocabulary words. Be sure to include background information on a specific story or author in your presentation.. Draft. Buy 3, get 1 free. There are peer review sentence frames for approaching-level students: You could answer the prompt more completely by ___. The scaffolds have one-word blanks to allow students to complete the sentence using one word of their choice in a simplified way. Developing and Sustaining Foundational Literacy Skills. The Grammar Language and Composition Guide contain a Table of Contents, which lists Chapter 19 Research Report and the Inquiry process and Gathering Sources and Primary sources. The teacher reminds students to notice the details suggesting why the author wrote a certain piece, the universal idea, and details reflected throughout the text. While students read and annotate the text selection independently, the lesson includes multiple opportunities for engagement about the reading with others, including teacher-led portions. In Unit 3, the StudySync Platform includes the Informational Writing Process. For example, while reading Across Five Aprils, students watch an introductory video; participate in a whole-class discussion, sharing their prior knowledge about the Civil War; and participate in a Collaborative Discussion, using text evidence to discuss an excerpt from a previous unit that features an argument between several characters. Teacher edition materials include annotations and support for engaging students in the materials. Tasks integrate reading, writing, speaking, listening, and thinking; include components of vocabulary, syntax, and fluency, as needed; and provide opportunities for increased independence. In the StudySync digital student platform, 68 students can access assignments, view completed work in their binder, and search the StudySync digital library of texts. kempkaci. Unit 1 ranges in Lexile levels between 940 and 1170. Explore Virtual Sample Box View 6-8 Brochure View 9-12 Brochure Literature to Captivate Our table of contents and ever-growing digital library prioritize selections that reflect the diversity of each reader's culture and experience. Independent reading lessons are linked with related readings that follow the first-read, skill lesson(s), and close-read sequence and provide opportunities for comparing and contrasting, making connections across texts, and examining how different authors and text structures approach similar topics or themes. Who are you? by Emily Dickinson (poem), My Mother Pieced Quilts by Teresa Paloma Acosta (poem), The Road Not Taken by Robert Frost (poem), Learning to Read by Frances Ellen Watkins (poem), Manuel and the Magic Fox by Ekaterina Sedia (fantasy), Let Em Play God by Alfred Hitchcock (exposition), Ten Days in a Mad-House by Nellie Bly (informational: newspaper article), Commencement Address to the Santa Fe Indian School by Michelle Obama (informational), My Very Dear Wife by Sullivan Ballou (Informational: letter), Gaming Communities by Joshua Vink and Caroline Rodgers (argumentative), Blood, Toil, Tears and Sweat by Winston Churchill (argumentative), Everybody Out (from What If?) by Randall Munroe (informational), Unit 4Commas with Appositives and Appositive Phrases. The images effectively highlight and connect to the content. An excerpt from Jack Londons The Call of the Wild (1160L) may present prior-knowledge challenges to students unfamiliar with the characteristics of snowy climates and challenging syntax and narrative perspective shifts. Students complete a First Read by using the reading comprehension strategy of making inferences, us[ing] context clues to define new vocabulary, and demonstrat[ing] comprehension by responding to questions using text evidence. Students complete a quiz, answering high-quality, text-dependent questions including but not limited to: Which of the following inferences about the speaker is best supported by the first stanza? Why most likely does the speaker choose the path that is grassy and wanted wear? If students struggle to make logical inferences, they can show and discuss examples using the instructional model. Description. Section 1. The materials contain questions and tasks that support students in analyzing and integrating knowledge, ideas, topics, themes, and connections within and across texts. How does his explanation and the evidence he cites help the group understand Steve more clearly? Students write the correct definition and then explain their process for choosing the correct definition. The materials provide general support for implementing ancillary materials and student progress components. Join more than 3,000,000 students & teachers on StudySync Live to Learn We believe that learning is a life-long pursuit. In Unit 1, all students read the short story The Lottery by Shirley Jackson. The publisher submitted the technology, cost, professional learning, and additional language supports worksheets. Wells, Ray Bradbury, and Jack London. 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. In Unit 5, assessments are connected to the regular content to support student learning. Materials provide scaffolds such as visual glossaries, question and annotation guides, and writing supports to address the needs of approaching-grade-level learners who demonstrate literacy skills below that expected at grade level. 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. Texts are accompanied by a text complexity analysis, provided by the publisher, at the beginning of each text. Why? Students also study the language within texts to support their understanding. The analysis clearly explains the texts grade-level appropriateness and includes both a quantitative measure and many qualitative descriptors. Later in Unit 1, after reading The Tell-Tale Heart by Edgar Allan Poe, students respond to the following prompt: Can the narrator of The Tell-Tale Heart be trusted? If not, what larger idea do the details relate to and have in common? The Check for Success prompt for teachers in this section of the lesson plan directs teachers to ask small groups to provide examples of inferences they have made and why they have made them. Questions and tasks require students to connect to personal experiences, other texts, and the world around them and identify and discuss important big ideas, themes, and details. , visually appealing, and Additional Language Supports worksheets values and beliefs how Wiesel connects his personal story to regular... 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